ERIC Number: ED435084
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
High-Stakes Assessments in Reading. A Position Statement of the International Reading Association.
International Reading Association, Newark, DE.
High-stakes testing means that one test is used to make important decisions about students, teachers, and schools. This paper comes out against high-stakes testing, taking the position that the central concern is that testing has become a means of controlling instruction as opposed to a way of gathering information to help students become better readers. The paper, in the form of a question-and-answer dialogue, aims to guide educators who must use tests as a key element in the information base used to make decisions about the progress of individual children and the quality of instructional programs. The paper poses seven questions and provides focused discussions on each question. It also offers recommendations for teachers; researchers; parents, parent groups, and child advocacy groups; and policymakers. As a frame for these recommendations, the paper stresses two points: (1) accountability is a necessary part of education; and (2) the intent is not to blame policymakers for the current dilemma with high-stakes testing. (NKA)
Descriptors: Elementary Secondary Education, High Stakes Tests, Position Papers, Reading, Reading Achievement, Reading Skills, Reading Tests, Student Evaluation
International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (single brochure copies free on request when accompanied by stamped, self-addressed envelope). Web site:
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.