ERIC Number: EJ794925
Record Type: Journal
Publication Date: 2004
Reference Count: 12
High Stakes Testing: Why?
Theory and Research in Education, v2 n3 p263-269 2004
This response argues that, although evaluation of student learning is required for accountability, high stakes testing is not required and may even be counterproductive. It also questions whether the goals of the "No Child Left Behind Act" are reasonable and contends that, if they are not, there may be no justification for imposing punishments and sanctions on children and schools unable to meet them. Moreover, high stakes testing may be incompatible with many defensible aims--among them, critical thinking.
Descriptors: Testing, High Stakes Tests, Test Interpretation, Educational Policy, Policy Analysis, Federal Regulation, Accountability, Etiology, Critical Thinking, Construct Validity, Theory Practice Relationship, Educational Research
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001