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ERIC Number: EJ1156814
Record Type: Journal
Publication Date: 2011-Mar
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0013-1784
Research Says…/High-Stakes Testing Narrows the Curriculum
David, Jane L.
Educational Leadership, v68 n6 p78-80 Mar 2011
The current rationale for standards-based reform goes like this: If standards are demanding and tests accurately measure achievement of those standards, then curriculum and instruction will become richer and more rigorous. By attaching serious consequences to schools that fail to increase test scores, U.S. policymakers believe that educators will be motivated to pay attention to what is on the tests. Educators do pay attention to what is on the tests--but the consequences are not necessarily the intended ones. Research in the last few decades documents that state testing can significantly affect curriculum and instruction. High-stakes testing will likely remain the coin of the realm for the foreseeable future. In fact, if test scores are used to evaluate individual teachers, the stakes will increase even more. The challenge, then, is to ensure that state tests do not continue to distort the curriculum in ways that deprive students of meaningful learning.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
IES Cited: ED575194