High-Stakes Testing
February 3, 2008 by ilrlo
While I understand that there needs to be some statewide way of assessing schools and students, I agree with the IRA that these tests do not “yield enough information to make an important instructional decision” (International Reading Association). Perhaps these tests are useful in some degree, but they should not determine which track a child is put on or, basically, the level of intelligence and learning capabilities of the child and the level of expertise of the teacher. Many of these tests are multiple choice. A student could know in-depth information about a number of topics and still miss questions due to test-anxiety or other factors. However, high-stakes tests exist for every student, and arguing about whether this is right does not aid in creating a new way of broad assessment.
As a teacher, I believe that we should prepare students for high-stakes testing because at the moment it is required for them to experience it. We do students a disservice, if we ignore the facts regardless of how whether we agree or disagree with the ways things are. However, I believe that a major part of preparation is or should already be covered in the curriculum. Alsup and Bush (2003), in “But Will It Work With Real Students?”: Scenarios for Teaching English Language Arts, suggest that the teacher “merge activities that prepare students for testing with existing assignments” (p. 157). Students should be improving their critical thinking skills, learning content, understanding the mechanics, and more by participating in class. These will come into play when taking the test. I do think that students should have sample questions similar to the ones on the test as, maybe, a warm-up activity every few days. Students need to feel comfortable with the format of questions.
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Your point about the multiple-choice nature of standardized tests is right on. I read in my multicultural education class that girls do not perform as well on multiple-choice tests as boys do (“Gender Disparity in Science Education: The Causes, Consequences, and Solutions,” Tindall and Hamil, 2004). Besides, multiple choice format does not allow for elaboration or meaningful application, which are higher on Bloom’s taxonomy than knowledge and comprehension. I think you’re right on with the proposed solution, too. One of my classes is devoted entirely to SAT prep, but I still try to create a larger context by discussing the skills required to do well on the test and how they translate to success in college and a career. Developing critical thinking and analysis skills and reading and writing skills will benefit students on every test they take and in all of their lives’ pursuits.
I agree with you about doing a disservice to students by not preparing for the high-stakes tests that we may or may not agree with. Just as we don’t bring our religious and political beliefs in the classroom, we should leave our beliefs about the educational system. It only presents a conflicting front to students and like you said, high-stakes test are something that students of today have to deal with. There is no getting around it.