ERIC Number: ED442806
Record Type: RIE
Publication Date: 2000-Apr
Reference Count: N/A
High Stakes Testing: Trends and Issues. Policy Brief.
This brief considers the use of high-stakes testing. Much of the fanfare accompanying "get tough" policies for failing students and schools has tempered as policymakers begin to see the complexity of raising student achievement dramatically in a short period of time. Education assessment systems are improving, but they are not as good as policymakers assume or as students deserve. Even the most severe critics of high-stakes testing acknowledge that assessments are necessary for accountability and diagnostic purposes, but relying on a single test for decisions about systems and individual students is fraught with difficulties. Using multiple measures could encourage schools to focus less on a single measure and more on improving achievement generally. In considering the issue of high-stakes tests, it is necessary to assure that the tests are psychometrically and technically sound and to determine the impact on teacher and student behavior. It is also necessary to ensure that the tests will pass legal review and that tests really contribute to accountability. (Contains 16 references.) (SLD)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.