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ERIC Number: ED481061
Record Type: Non-Journal
Publication Date: 2003-Oct
Pages: 25
Abstractor: N/A
Reference Count: N/A
High-Stakes Tests versus High-Quality Education.
Montgomery, Paula S.; Ranney, Lisa; Growe, Roslin
This essay discusses the uses and consequences of high-stakes tests, which are sometimes believed to interfere with high quality education. High-stakes tests put extreme pressure on students and can create a narrow curriculum with reduced instructional time because of test prepping. Using tests for high-stakes decisions causes problems because tests are not perfect, and making important decisions on limited or imperfect information can lead to bad decisions that can harm students and teachers. Strong academic standards are being developed and implemented in many states across the United States. One such state is Louisiana. The authentic standards-based reform in Louisiana is being implemented with an assessment design that aligns assessment with the content standards and benchmarks defined by the state. The Louisiana Educational Assessment Program is being developed to be a high-stakes test that reflects standards-based education directly. It is reasonable to accept that schools should be held accountable to a standards-based education in some way or other, and high-stakes tests of the sort Louisiana is developing may have a payoff in terms of a quality education. (Contains 18 references.) (SLD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana