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ERIC Number: ED397067
Record Type: RIE
Publication Date: 1993-Apr-15
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Can Quality Program Evaluation Really Take Place in Schools?
Jenkins, Jerry A.
High-stakes assessments are those in which the results of tests or other measures can lead to decisions that may affect school administrators, teachers, and students substantially. Whether high-stakes assessment results in misleading information due to extraneous factors associated with the conditions under which the assessment occurs is explored. Among the major problems associated with high-stakes assessment is the lack of adequate training for teachers and administrators with regard to measurement issues and testing. In addition, high-stakes tests can lead to student anxiety or poor student motivation. Some assessments may not be chosen carefully, and tests may be given at inappropriate times. Teachers and administrators may focus only on scores, rather than on learning. Some solutions for the adverse affects of high-stakes testing are: (1) better teacher education in measurement concerns; (2) a reduction of the link between student achievement measures and teacher evaluation; (3) new approaches to assessment; (4) the use of multiple measures of student achievement; and (5) the promotion of student attitudes that allow them to demonstrate their educational growth. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Testing Effects
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).