NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1110955
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2374-7404
Assessment for the Masses: A Historical Critique of High-Stakes Testing in Reading
Huddleston, Andrew P.; Rockwell, Elizabeth C.
Texas Journal of Literacy Education, v3 n1 p38-49 Sum 2015
This historical critique of high-stakes testing in reading focuses on selected events from three historical movements: 1) the history of standardized testing, 2) the history of standardized reading tests, and 3) the history of high-stakes testing. These three interrelated histories have produced the high-stakes, standardized reading tests used in U.S. public schools today. Describing each historical movement from a critical perspective, the authors argue that concerns for objectivity, efficiency, and accountability, rather than assessment, have historically been the driving forces behind testing in U.S. schools. The authors conclude by encouraging educators to move beyond objectivity, efficiency, and accountability and instead advocate for the development of alternative indicators that focus on students' needs.
Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A