ERIC Number: EJ770180
Record Type: Journal
Publication Date: 2003
Reference Count: 6
Assessment and Quality Social Studies
Savage, Tom V.
Social Studies, v94 n5 p201-206 Sep-Oct 2003
Those anonymous individuals who develop high-stakes tests by which educational quality is measured exercise great influence in defining educational quality. In this article, the author examines the impact of high-stakes testing on the welfare of the children and the quality of social studies instruction. He presents the benefits and drawbacks of standardized testing, and argues that high-stakes tests are detrimental to improvement and accountability because they provide unsound and inaccurate data that distort educational priorities and give the public misleading information about how well schools are performing. The consequence is the waste of valuable resources by focusing attention in the wrong directions. Thus, opposing the use of standardized tests does not mean that one is also opposed to standards and accountability; rather, one believes that there are other methods for promoting high standards and accountability.
Descriptors: Educational Quality, Testing, Standardized Tests, Social Studies, Accountability, High Stakes Tests, Norm Referenced Tests, Criterion Referenced Tests, Teachers, Test Construction, Scores, Test Items, Academic Achievement, Educational Improvement, Socioeconomic Status
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)