ERIC Number: ED430021
Record Type: RIE
Publication Date: 1997
The Problem of High Stakes Assessment in Public Education.
Whether increasing reliance on policy-driven assessment for accountability and control of educational institutions is actually sabotaging long-term goals and purposes of the schools is explored, questioning whether current practices of high-stakes testing are anathema to real education values. The distinction between policy-driven assessment and instructional evaluation is described. The assumptions and purposes underlying scientific and political evaluation as opposed to those of diagnostic assessment are probed, and the work of Jennie Oakes and others is used as the basis for deriving a recommendation for valid, reliable, and appropriate assessments on both individual and institutional levels to facilitate the development of effective schools. Despite the criticism of high-stakes testing, it is not recommended that policy-driven high-stakes tests be abolished. Instead, their rational, effective, and judicious use should be the objective. Formative diagnostic methods and approaches are needed as an integral part of effective instructional programs and program development. (Contains 18 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A