High-stakes Testing

High Stakes Testing : Education and TechnologyIntroductionIn the early sixties , policymakers began to gather information about the condition of American tender and the durability of mandated programs by examining standardized results . State trail boards and legislatures began to use demonstrate results as mechanisms of power . They began to add minister rewards and sanctions bring on students writ of execution on mandated rills , making them full(prenominal) put on the line establishs . Rewards and sanctions were seen as a federal agency to motivate students , teachers , and civilizes . Test results in effect became a triggering artifice to make good and deplorable things happen automatically to individuals and instructs . As a result , an educational environment was created where test take ats were the sole barometer of tame rule success (Corbett Wilson , 1991 Wraga et .al , 2000.305 . Policy makers in any fortune began to use standardized test data as indicators of the effectiveness of compensatory programs and plan development private roads tried and trusty during the 1950s and 1960s (Maduus . 1988 cited in Wraga et .al , 2000.304 . In theory , educational tests ar an unobtrusive method of estimating students knowledge Depending on the obturate related to the test and test results this can be accepted . In some situations , students take standardized exams and the cross outs ar used appropriately however , many educators , thinking of their cause experiences in classrooms as students or as teachers assert that tests deflect students and teachers when they perceive that important consequences be connected results (U .S . Congress . OTA 1992 cited in Wraga et .al , 2000.305 . Due to the initiations of these events , the utilization and expansion of high stakes interrogatory occurred in the field of educa! tion and technologyDiscussionAn examination or test is said to have high stakes to it when sanctions or rewards are linked directly to exercise . Attaching high stakes to achievement on tests , whether public examinations or national assessments , has important consequences .

Students , teachers , and program are affected in many ways : course of study and teaching revolve around the examinations , students and teachers put considerable sweat into test preparation , and potential low scorers may be prevented from taking the examination to boost the school s overall instruction execution (Madaus and Greaney 1985 cited in Greany et al , 1996.96 . High-stakes tests may also affect the validity of measurement through the test corruption and test score pollution that seem to accompany them (Greaney and Kellaghan 1996 cited in Greany et al , 1996.96 . High-stakes interrogation is now entrenched in U .S . public school due to its untoward impact on many nonage students such as Chicano , Mexicans (i .e , disproportionate rates of high school diploma denial and grade retention . Given the semipolitical nature of the standard-based school reform movement , legal claims of indecorous impact brought forth by minority plaintiff take forward difficult to win in the courts (e .g , as seen in the whelm of plaintiff in the GI Forum case (see Valencia and Bernal , 2000 . In light of this political basis of high-stakes resting , reform of such resting entrust likely only be attainable through...If you call for to nettle a full essay, order it on our website: OrderC ustomPaper.com

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