The Association of Teacher Educators (ATE) defined the term ‘high stakes testing’ as the assessment of individual performance, normally through paper-and-pencil measures, and the use of those data to make decisions about promotion, graduation, instructor effectiveness,…
As of the day it was signed into law, states had to initiate a strategic plan for meeting the range of assessment and accountability provisions the law mandated” (Nichols, Glass, & Berliner, 2005, p. 5), of which high-stakes assessment was deemed crucial in improving student achievement and learning. However, various studies have revealed contradictory results regarding its effect on students’ academic performance. Do High-Stakes Assessments Improve Learning? One, therefore, contends that high-stakes assessment does not improve the overall achievement and learning of students.
Proponents of high-stakes assessment argue that “when faced with large incentives and threatening punishments, administrators, teachers, and students, it is believed, will take schooling more seriously and work harder to obtain rewards and avoid humiliating punishments” (Nichols, Glass, & Berliner, 2005, p. 1). The discourse written by Supovitz (2010) provided the theoretical framework for the use of high-stakes assessment through noting four major theories, to wit: “motivational theory, which argues that test-based accountability can motivate improvement; the theory of alignment, which contends that test-based accountability can spur alignment of major components of the educational system; information theory, which posits that such systems provide information that can be used to guide improvement; and symbolism, which maintains that testing systems signal important values to stakeholders” (par. 3). However, though positively premised, the high-stakes assessments implemented in various educational institutions throughout the United States have apparently generated contradictory results (Nichols, Glass, & Berliner, 2005; Amrein & Berliner, 2002).
The study conducted by Nichols, Glass, & Berliner (2005) revealed that “there is no convincing evidence that the pressure associated with high-stakes testing leads to any important benefits for ...
2). Pursuant to the No Child Left Behind Act (NCLB), the goal that was clearly identified was to “bring all students up to a level of academic “proficiency” within a 15-year period. As of the day it was signed into law, states had to initiate a strategic plan for meeting the range of assessment and accountability provisions the law mandated” (Nichols, Glass, & Berliner, 2005, p.
Such is the violence that the parents, yes, the parents and not the kids, inflict upon the coaches, umpires, and sometimes, even fellow parents that the local police consider the violence that parents instigate at these once just for fun events now constitute an “assault” charge.
Cognition means to know and is derived from a Latin word. The aim of the paper is to consider cognitive psychology using it as a tool to mitigation of prejudice and stereotyping in high-stakes academic competency testing. Piaget's Cognitive Theory was given by Jean Piaget (1896 - 1980).
To greater extent provinces, states and nations are building evaluation and testing an essential part of their enlightening arrangement. While this observable fact has wedged the public's concentration through the media and is principally carried by politicians, it is significant for educators to appraise the differing views, evaluate the advantages and disadvantages of every one position and make sure that their voices are heard in the protection of what is in the most excellent wellbeing of students.
Without a solid educational background, today's children will be ill-equipped for the future. But is the present education system directed equally at all children, regardless of economic and racial background, or does it benefit a specific population to the detriment of the rest The education system in New York City schools includes a microcosm of national and even international populations, and an examination of the system will show the effects of recent changes and how they might lead to success or failure by the government's target date of 2014.
In this present era, Oakes and Lipton (2007) argued that there are high stakes underlined in the schools’ curriculum and students testing because of the dire need to improve the quality of education. The NCLB act has and it is still
The Intervention Group received instructions and recommendations for improving the Fitnessgram® scores for the six weeks. The BMI pretest and posttest data were proved not to be significantly significant. The researcher surveyed the participants in the survey
This essay will therefore analyse the achievement goals of the curriculum and assessment and identify their strengths and weaknesses. This essay is divided into two main parts. The first part of this essay analyses the curriculum and the second part of this essay analyses the assessment of children’s learning.
It is very disappointing to the teachers after giving all the required resources to the students and later realizes negative results at the end of the learning process. In this case, Ms. Flores felt disappointed by
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