This paper reviews an online article by the American Psychological Association titled "Appropriate Use of High-Stakes Testing in Our Nation's Schools".
Written in 2008; 750 words; 3 sources; APA; $ 26.95
Paper Summary:
The paper relates that the article, "Appropriate Use of High-Stakes Testing in Our Nation's Schools", states that standardized, "high-risk" tests should not be the sole determinant for promotion to the next grade level, should accommodate English second language students and test-takers who have disabilities and should be evaluated themselves with an explicit break-down of test results according to specific demographics such as socio-economic factors. The author points out that the article seems to reflect accurately the concerns that high-stakes evaluations lead to "teaching to the test" pedagogical approaches that stifle active learning and creative inquiry. The paper criticizes that the article provides no guidelines, which might disclose how comity between the test's putative objectives and its actual content can be achieved.
From the Paper:
"Likewise, the article sagely raises the question of how - and certainly to what extent - high-stakes testing impacts school drop-out rates, course content changes, student anxiety and the long-term achievement rates of students. In some respects, this sort of musing actually reveals another shortcoming of the article insofar as scholarly research exists that actually goes into greater detail about the linkage between high-stakes multiple-choice testing and the reluctance of many pedagogues to embrace constructivist teaching practices."
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