High Stakes Assessment Position Paper High-stakes testing means

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					Kristen Wilhite
Sep. 14, 2009
Education Psych.
Prof. Gust

                      High Stakes Assessment Position Paper

       High-stakes testing means that one test is used to make important decisions

about students, teachers, and schools. Many different people are affected by the

high-stakes tests. The educators, teachers, administrators, students and parents are

responsible and effected by the test. High- Stakes testing is not good for anyone

and brings too many problems as opposed to good.

       Many or all states have a standardized testing that the they administer at

least once a year every year from a young age in school. These high-stakes testing

have become a means of controlling the instructions of the schools and teachers

rather than a way of gathering information to help the students become better and

more able. The No Child Left Behind Act of 2002 and the civil right statutes (such

as the Americans with Disabilities Act and Section 504) have shaped the

standardized-based tests ( These acts, especially the No Child Left

Behind Act, have prompted the development of large scale assessment testing of

all students in a measure to retrieve information.

       There are many positive and negative effects on all students. The NASP

(National Association of School Psychologists) is improving teachers and
Kristen Wilhite
Sep. 14, 2009
Education Psych.
Prof. Gust

instruction; higher standards for students who struggle to overcome the low

expectations and increase the general education in the curriculum for all the

students ( The only positive thing I can say about the high-stakes

testing is that the outcome of the test can help the teachers decide where to start

their instructional teaching and where not to spend too much time on a subject the

students already know it.

       The negative effects of large scale testing is that some institutions are using

the tests as a sole basis for making critical, decisions about the individual student

and the educational system, such as educational opportunities, retention or

promotion, graduation. Many students, like myself, do not like or do well on the

standardized tests. I feel like when we as students are assessed by these tests, we

just become a statistic and that doesn’t help the teacher get to know or help the

student better learn the material.

       I personally do not approve of the high-stakes testing. I do not like the

pressure from the administrators and the teachers. Many of the pressures from the

teachers come from performance based salary increase. The administrators are

rewarded as well, based on the students test performance even though they have

little to do with preparing the students in taking the test.
Kristen Wilhite
Sep. 14, 2009
Education Psych.
Prof. Gust

       The students are effected the most and in a negative way. The mental health

of the student is affected. The students may experience long term anxiety, low self-

esteem and in the most severe cases, depression when receiving a “failing” grade

on a standardized test. The students may also be held back a grade or not be able to

graduate or get into college based on one standardized test and not based on their

performance in the classroom. The schools say they try not to discriminate against

students with disabilities or limited English proficiency, but the accommodations

are reflected on how well their test scores are.

       In conclusion, I do not think that the high-stakes assessments are a good

thing for the students or for the teachers assessing the students. It brings too much

stress and problems to everyone.
Kristen Wilhite
Sep. 14, 2009
Education Psych.
Prof. Gust


snowman, J., McCown, R., & Bielher, R. (2009). Psychology Applied to Teaching. Boston: Houghton

Mifflin Company

Ransom, K.A., Santa, C.M., Williams, C.K., & Farstrup, A.E (1999). High-Stakes Assessments in Reading A

position Statement of the International Reading Association. Retrieved from

National Association of School Psychologists, (2003). Position Statement on Using Large Scale

Assessment for High Stakes Decisions. Retrieved from

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