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Sample records for high-stakes test scores

  1. Flow and diffusion of high-stakes test scores

    PubMed Central

    Marder, M.; Bansal, D.

    2009-01-01

    We apply visualization and modeling methods for convective and diffusive flows to public school mathematics test scores from Texas. We obtain plots that show the most likely future and past scores of students, the effects of random processes such as guessing, and the rate at which students appear in and disappear from schools. We show that student outcomes depend strongly upon economic class, and identify the grade levels where flows of different groups diverge most strongly. Changing the effectiveness of instruction in one grade naturally leads to strongly nonlinear effects on student outcomes in subsequent grades. PMID:19805049

  2. High-Stakes Testing.

    ERIC Educational Resources Information Center

    Nieto, Sonia; Irizarry, Jason G.; Luna, Cathy

    2002-01-01

    Discusses four books that provide critical information about the nature of high-stakes tests; the impact of these tests on teaching, learning, and students; the political issues surrounding high-stakes testing; and ways that educators can take informed action to appropriately respond to these tests. (SG)

  3. Keeping Scores: Audited Self-Monitoring of High-Stakes Testing Environments

    ERIC Educational Resources Information Center

    Padilla, Raymond; Richards, Michael

    2006-01-01

    To address a public relations problem faced by a large urban public school district in Texas, we conducted action research that resulted in an audited self-monitoring system for high-stakes testing environments. The system monitors violations of testing protocols while identifying and disseminating best practices to improve the education of…

  4. High-Stakes Online Testing

    ERIC Educational Resources Information Center

    Schaffhauser, Dian

    2011-01-01

    For decades the No. 2 pencil and bubble sheet have ruled the student assessment process. The time has finally come to move all of those important tests online. High-stakes computer-based testing has been around for more than 10 years, with some states eagerly embracing it and others avoiding it like whooping cough. But the advent of national…

  5. Alignment, High Stakes, and the Inflation of Test Scores. CSE Report 655

    ERIC Educational Resources Information Center

    Koretz, Daniel

    2005-01-01

    There are many reasons to align tests with curricular standards, but this alignment is not sufficient to protect against score inflation. This report explains the relationship between alignment and score inflation by clarifying what is meant by inappropriate test preparation. It provides a concrete, hypothetical example that illustrates a process…

  6. What Causes the Test-Score Gap in Higher Education? Perspectives on the Office for Civil Rights Resource Guide on High-Stakes Testing.

    ERIC Educational Resources Information Center

    Zwick, Rebecca

    2001-01-01

    Considers the guide on high-stakes testing issued by the federal Office for Civil Rights, including the controversy which ensued upon release of the first draft, changes in the subsequent version, and the issue of differences in educational achievement among ethnic and racial groups of which differences in standardized test scores may be…

  7. Angoff Method of Setting Cut Scores for High-Stakes Testing: Foley Catheter Checkoff as an Exemplar.

    PubMed

    Kardong-Edgren, Suzan; Mulcock, Pamela M

    2016-01-01

    The Angoff method is a commonly used and legally defensible method for setting passing or cut scores for high-stakes examinations. It also can be used for setting passing scores on clinical skill checklists. Two variations of the Angoff method were compared with a traditional and arbitrary 75% passing score, using a Foley catheter insertion checklist as an exemplar. Both Angoff methods produced slightly lower scores than our traditional scoring; because of "must pass" steps on our checklist, 12 of 13 students still failed the evaluation. The project uncovered multiple variations of checklists within different courses and variations in teaching practices for this skill. PMID:26402909

  8. Distributed Leadership and High-Stakes Testing: Examining the Relationship between Distributed Leadership and LEAP Scores

    ERIC Educational Resources Information Center

    Boudreaux, Wilbert

    2011-01-01

    Educational stakeholders are aware that school administration has become an incredibly intricate dynamic that is too complex for principals to handle alone. Test-driven accountability has made the already daunting task of school administration even more challenging. Distributed leadership presents an opportunity to explore increased leadership…

  9. Negative Impacts of High-Stakes Testing

    ERIC Educational Resources Information Center

    Minarechová, Michaela

    2012-01-01

    High-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school's accountability, funding…

  10. High Stakes Testing and Student Achievement.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    The effects of high stakes testing may be critical in the lives of public school students and may have many consequences for schools and teachers. There are no easy answers in measuring student achievement and in holding teachers accountable for learner progress. High stakes testing also involves responsibilities on the part of the principal who…

  11. The Impact of Socioeconomic Status on High Stakes Testing Reexamined

    ERIC Educational Resources Information Center

    Baker, Melissa; Johnston, Pattie

    2010-01-01

    High-stakes testing plays a critical role in education today in the United States. Every state uses a high-stakes test to comply with the No Child Left Behind (NCLB) mandate. While many believe high-stakes testing is an acceptable and accurate way to measure students' learning, one has to ask whether high stakes testing is an effective measurement…

  12. Resistance to High-Stakes Testing Spreads

    ERIC Educational Resources Information Center

    Schaeffer, Bob

    2012-01-01

    A rising tide of protest is sweeping across the nation as growing numbers of parents, teachers, administrators and academics take action against high-stakes testing. Instead of test-and-punish policies, which have failed to improve academic performance or equity, the movement is pressing for broader forms of assessment. From Texas to New York and…

  13. Teachers' Perceptions of High-Stakes Testing

    ERIC Educational Resources Information Center

    Reese, Marianne; Gordon, Stephen P.; Price, Larry R.

    2004-01-01

    Over 900 Texas teachers were surveyed on their perceptions of the Texas Assessment of Academic Skills (TAAS), which at the time of the survey was Texas's high-stakes achievement test. The sample included elementary, middle, and high schools within each of four test performance levels: exemplary, recommended, acceptable, and low performing.…

  14. Taps for the High Stakes Test

    ERIC Educational Resources Information Center

    Kearney, W. Sean; Smith, Page A.

    2009-01-01

    The article discusses a case study that stems from actual events, targets the issue of ethics in schools, and is applicable for use in a variety of educational leadership courses. The article examines the issues related to ethical responsibilities and high-stakes testing in public schools. The administration must decide what actions to take…

  15. Another High-Stakes Test.

    ERIC Educational Resources Information Center

    McCarthy, Martha M.

    2001-01-01

    Concerns over students' and staff members' safety in public schools continue to mount-- manifested in zero-tolerance policies, stringent disciplinary practices, and efforts to implement drug-screening programs. Although "reasonable suspicion" for searches and drug testing is the watchword, courts cannot agree on definitions. Legalities remain…

  16. Effects of Remediation on High-Stakes Standardized Testing

    ERIC Educational Resources Information Center

    Shaver, William

    2013-01-01

    This dissertation examined the impact of an intervention aimed at improving the standardized test scores for students on the mathematics portions of a high-stakes high school examination. Research shows that the achievement gap between high performing and low performing students on standardized tests continues to grow and that the long-term…

  17. Reconsidering the Impact of High-Stakes Testing

    ERIC Educational Resources Information Center

    Braun, Henry

    2004-01-01

    Over the last fifteen years, many states have implemented high-stakes tests as part of an effort to strengthen accountability for schools, teachers, and students. Predictably, there has been vigorous disagreement regarding the contributions of such policies to increasing test scores and, more importantly, to improving student learning. A recent…

  18. Validity and Accountability in High-Stakes Testing.

    ERIC Educational Resources Information Center

    Smith, Mary Lee; Fey, Patricia

    2000-01-01

    The cultures of accountability and validity are at odds in high-stakes testing. When the polis demands that tests serve high-stakes accountability functioning, professional testing standards are often compromised. Using flawed indicators can produce unreliable, unrepresentative inferences and decisions. High-stakes testing produces teaching and…

  19. Third Through Sixth Graders' Perceptions of High-Stakes Testing

    ERIC Educational Resources Information Center

    Triplett, Cheri Foster; Barksdale, Mary Alice

    2005-01-01

    This study examined elementary students' perceptions of high-stakes testing through the use of drawings and writings. On the day after students completed their high-stakes tests in the spring, 225 students were asked to "draw a picture about your recent testing experience." The same students then responded in writing to the prompt "tell me about…

  20. Coping with the Stress of High Stakes Testing

    ERIC Educational Resources Information Center

    Kruger, Louis J.; Wandle, Caroline; Struzziero, Joan

    2007-01-01

    High stakes testing puts considerable pressure on schools, teachers, and students to achieve at high levels. Therefore, how schools and individuals cope with this major source of stress may have important implications for the success of high stakes testing. This article reviews relevant theory and research on stress as they relate to public…

  1. High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis

    ERIC Educational Resources Information Center

    Au, Wayne

    2007-01-01

    Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by…

  2. The Balancing Act: Arts Integration and High-Stakes Testing

    ERIC Educational Resources Information Center

    Van Eman, Linnea; Thorman, Jerilyn; Montgomery, Diane; Otto, Stacy

    2007-01-01

    This study describes three teachers and their experiences of an arts-integration reform model amidst the high-stakes accountability movement. Their struggle to practice arts integration within their school district, a culture in which high-stakes testing is prioritized is described by way of a circus metaphor. Through the theoretical lens of Self…

  3. Stop High-Stakes Testing: An Appeal to America's Conscience

    ERIC Educational Resources Information Center

    Johnson, Dale; Johnson, Bonnie; Farenga, Steve; Ness, Daniel

    2007-01-01

    This book is a compelling indictment of the use of high-stakes assessments with punitive consequences in public schools. The authors trace the history of the policy and document the inequities for children of poverty that undergird high-stakes testing practices. Lack of dental and medical care, environmental violence, insufficient school funding,…

  4. Rational Responses to High Stakes Testing: The Case of Curriculum Narrowing and the Harm That Follows

    ERIC Educational Resources Information Center

    Berliner, David

    2011-01-01

    The inevitable responses to high stakes testing, wherein students' test scores are highly consequential for teachers and administrators, include cheating, excessive test preparation, changes in test scoring and other forms of gaming to ensure that test scores appear high. Over the last decade this has been demonstrated convincingly in the USA, but…

  5. Response to Cizek: Historical High-Stakes Policies Relating to Unintended Consequences of High-Stakes Testing.

    ERIC Educational Resources Information Center

    Rich, William

    2003-01-01

    Discusses current high-stakes standardized testing policy in response to G. Cizek through analogy with the policies of Chairman Mao in China and the decision to build the Maginot Line in France after World War I. Lessons from these events show that high-stakes policies skew outcomes and present high risk. (SLD)

  6. Examining Teacher-Assigned Math Grades as Predictors for High-Stakes Testing

    ERIC Educational Resources Information Center

    Denson, Bettina Coley

    2013-01-01

    This study sought to determine whether a relationship existed between teacher-assigned classroom grades and high-stakes test scores. The study examined teacher-assigned math grades in correlation to the student scores on the Florida Comprehensive Assessment test (FCAT) in a selected Florida high school. It also sought to determine the relationship…

  7. The Impact of High Stakes Testing: The Australian Story

    ERIC Educational Resources Information Center

    Klenowski, Val; Wyatt-Smith, Claire

    2012-01-01

    High stakes testing in Australia was introduced in 2008 by way of the National Assessment Program--Literacy and Numeracy (NAPLAN). Currently, every year all students in Years 3, 5, 7 and 9 are assessed on the same days using national tests in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. In 2010 the…

  8. The Effects of High-Stakes Testing Policy on Arts Education

    ERIC Educational Resources Information Center

    Baker, Richard A., Jr.

    2012-01-01

    This study examined high-stakes test scores for 37,222 eighth grade students enrolled in music and/or visual arts classes and those students not enrolled in arts courses. Students enrolled in music had significantly higher mean scores than those not enrolled in music (p less than 0.001). Results for visual arts and dual arts were not as…

  9. Timed Essay Writing: Implications for High-Stakes Tests

    ERIC Educational Resources Information Center

    Gregg, Noel; Coleman, Chris; Davis, Mark; Chalk, Jill C.

    2007-01-01

    The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we investigated the influence of…

  10. Get Smart: Facing High-Stakes Testing Together

    ERIC Educational Resources Information Center

    Reich, Gabriel A.; Bally, David

    2010-01-01

    Using personal narratives and research on teacher "communities of practice," the authors outline a proactive response to high-stakes testing policies that places teacher learning at its center. Although research on the effects of these policies is mixed, the authors are troubled by the ways in which the policies have been used to strip teachers of…

  11. The Effects of High Stakes Testing on Teachers in NJ

    ERIC Educational Resources Information Center

    Bulgar, Sylvia

    2012-01-01

    A great number of teachers in the United States have found themselves wrestling with an internal conflict between their teaching beliefs and a need to revert back to traditional modes of teaching in order to have their students demonstrate proficiency on high-stakes tests. While they want to include more non-traditional methods in their repertoire…

  12. Measurement Issues in High Stakes Testing: Validity and Reliability

    ERIC Educational Resources Information Center

    Mason, Emanuel J.

    2007-01-01

    Validity and reliability of the new high stakes testing systems initiated in school systems across the United States in recent years in response to the accountability features mandated in the No Child Left Behind Legislation largely depend on item response theory and new rules of measurement. Reliability and validity in item response theory and…

  13. High Stakes Testing: Our Children at Risk

    ERIC Educational Resources Information Center

    Reddell, Samantha

    2010-01-01

    The purpose of this research paper was to examine the effects of standardized testing on the youth of America. It was intended to point out the shortcomings of the usage of such tests. There were comparisons of the effects testing has on different cultures of students as well as different socioeconomic classes. Court cases were brought into play…

  14. High-Stakes Testing: Another Analysis.

    ERIC Educational Resources Information Center

    Rosenshine, Barak

    2003-01-01

    Reanalyzed data evaluated by A. Amrein and D. Berliner, using a comparison group of states that did not attach consequences to their statewide tests. States that did attach consequences outperformed states that did not, showing meaningful carryover from attaching consequences to statewide testing. (SLD)

  15. Students' Attitudes toward High-Stakes Testing and Its Effect on Educational Decisions

    ERIC Educational Resources Information Center

    Moran, Aldo Alfredo

    2010-01-01

    With the recent increase in accountability due to No Child Left Behind, graduation rates and drop-out rates are important indicators of how well a school district is performing. High-stakes testing scores are at the forefront of a school's success and recognition as a school that is preparing and graduating students to meet society's challenging…

  16. Social Studies, Social Justice: W(h)ither the Social Studies in High-Stakes Testing?

    ERIC Educational Resources Information Center

    Au, Wayne

    2009-01-01

    High-stakes, standardized tests have become ubiquitous in public education in the United States. Teachers across the country are feeling the intensified pressures from high-stakes testing policies and are responding to these pressures by teaching to the tests in varying ways (Renter et al., 2006). Given the hegemony of high-stakes testing in…

  17. Inquiry-Based Instruction and High Stakes Testing

    NASA Astrophysics Data System (ADS)

    Cothern, Rebecca L.

    Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

  18. High Stakes Testing of African-American Male Student Performance on Middle School Assessments

    ERIC Educational Resources Information Center

    Murrell-Heydorf, Tanya

    2011-01-01

    The driving force behind high-stakes-testing may be attributed to the issue of education reform. In the last decade, high-stakes testing has generated intense controversy among educators and parents. The use of high-stakes testing in making decisions about student promotion and graduation is both controversial and significant. The purpose of the…

  19. East Feliciana Parish Schools Embrace Place-Based Education as a Way To Lift Scores on Louisiana's High-Stakes Tests. Rural Trust Featured Project.

    ERIC Educational Resources Information Center

    Null, Elizabeth Higgins

    East Feliciana Parish (Louisiana) has raised achievement scores by involving students in hands-on projects related to community needs and resources. Project Connect, a hands-on science and math program begun by the Delta Rural Systemic Initiative, has expanded into a comprehensive place-based program. In response to new state standards, teams of…

  20. Learning to Label: Socialisation, Gender, and the Hidden Curriculum of High-Stakes Testing

    ERIC Educational Resources Information Center

    Booher-Jennings, Jennifer

    2008-01-01

    Although high-stakes tests play an increasing role in students' schooling experiences, scholars have not examined these tests as sites for socialisation. Drawing on qualitative data collected at an American urban primary school, this study explores what educators teach students about motivation and effort through high-stakes testing, how students…

  1. Plenty of Children Left Behind: High-Stakes Testing and Graduation Rates in Duval County, Florida

    ERIC Educational Resources Information Center

    Borg, Mary O'Malley; Plumlee, J. Patrick; Stranahan, Harriet A.

    2007-01-01

    The Florida Comprehensive Assessment Test (FCAT) is a high-stakes test that public school students must pass to be eligible for graduation from high school. Previous research suggests that high-stakes tests have a differential effect on students by race and ethnicity. This study finds that in one Florida school district African American and…

  2. A New Vision of Authentic Assessment To Overcome the Flaws in High Stakes Testing.

    ERIC Educational Resources Information Center

    French, Dan

    2003-01-01

    Examines the reliability and validity of high stakes standardized tests and the impact of linking state-level high stakes testing to the standards movement on middle school curriculum, instruction, and student achievement. Asserts that such testing ends up harming the most vulnerable students and schools. Offers a vision of student assessment that…

  3. High-Stakes Standardized Testing & Marginalized Youth: An Examination of the Impact on Those Who Fail

    ERIC Educational Resources Information Center

    Kearns, Laura-Lee

    2011-01-01

    This study examines the impact of high-stakes, large-scale, standardized literacy testing on youth who have failed the Ontario Secondary School Literacy Test. Interviews with youth indicate that the unintended impact of high-stakes testing is more problematic than policy makers and educators may realize. In contrast to literacy policy's aims to…

  4. Teachers' Motivation and Beliefs in a High-Stakes Testing Context

    ERIC Educational Resources Information Center

    Dawson, Heather S.

    2012-01-01

    High-stakes testing has created challenges for teachers, administrators, parents, students, and other related education stakeholders in recent decades (Nichols & Berliner, 2007). While high-stakes tests have a long history (Ravitch, 2009) it was not until No Child Left Behind was signed into law in 2002 that the tests became law for most…

  5. Hiding behind High-Stakes Testing: Meritocracy, Objectivity and Inequality in U.S. Education

    ERIC Educational Resources Information Center

    Au, Wayne

    2013-01-01

    This paper analyses how high-stakes, standardised testing became the policy tool in the U.S. that it is today and discusses its role in advancing an ideology of meritocracy that fundamentally masks structural inequalities related to race and economic class. This paper first traces the early history of high-stakes testing within the U.S. context,…

  6. High Stakes Testing: Issues, Implications, and Remedies for English Language Learners

    ERIC Educational Resources Information Center

    Solorzano, Ronald W.

    2008-01-01

    This article discusses the issues and implications of high stakes tests on English language learners (ELLs). As ELLs are being included in all high stakes assessments tied to accountability efforts (e.g., No Child Left Behind), it is crucial that issues related to the tests be critically evaluated relative to their use. In this case, academic…

  7. High-Stakes Educational Testing and Democracy--Antagonistic or Symbiotic Relationship?

    ERIC Educational Resources Information Center

    Ydesen, Christian

    2014-01-01

    This article argues that high-stakes educational testing, along with the attendant questions of power, education access, education management and social selection, cannot be considered in isolation from society at large. Thus, high-stakes testing practices bear numerous implications for democratic conditions in society. For decades, advocates of…

  8. High-Stakes Testing and Discursive Control: The Triple Bind for Non-Standard Student Identities

    ERIC Educational Resources Information Center

    Au, Wayne W.

    2009-01-01

    The effects of high-stakes, standardized testing on the curriculum are discouraging the teaching of multicultural, anti-racist content. Test-influenced educational environments contribute to the reproduction of racial and cultural inequality in education. Using the lens of sociolinguistics, the author asserts that high-stakes, standardized tests…

  9. "School Is So Boring": High-Stakes Testing and Boredom at an Urban Middle School

    ERIC Educational Resources Information Center

    Mora, Richard

    2011-01-01

    Existing evidence suggests that high stakes exams result in little increased learning among students. Yet, given the federal mandates for greater accountability, such as No Child Left Behind (NCLB) legislation and Race to the Top policies, and the "pervasive testing culture," the use of high-stakes tests is presently an accepted practice. The…

  10. Devising Inequality: A Bernsteinian Analysis of High-Stakes Testing and Social Reproduction in Education

    ERIC Educational Resources Information Center

    Au, Wayne W.

    2008-01-01

    High-stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high-stakes testing and its effect on classroom practice and pedagogic discourse…

  11. High Stakes

    ERIC Educational Resources Information Center

    Elgin, Catherine Z.

    2004-01-01

    I discuss the contributions of Harvey Siegel, Francis Schrag and Randall Curren to this volume. Their articles cast in bold relief the relation of High Stakes Testing to the goals of education, the nature of mind and the demands of justice. I argue that the connections are deep, but that the considerations these authors raise do not show that High…

  12. High Stakes: Poverty, Testing, and Failure in American Schools. Second Edition

    ERIC Educational Resources Information Center

    Johnson, Dale D.; Johnson, Bonnie

    2005-01-01

    High Stakes brings the voices of students and teachers to national debates over school accountability and educational reform. Recounting the experiences of two classrooms during one academic year, the book offers a critical exploration of excessive state-mandated monitoring, high-stakes testing pressures, and inequities in public school funding…

  13. The Construction of "Illiterate" and "Literate" Youth: The Effects of High-Stakes Standardized Literacy Testing

    ERIC Educational Resources Information Center

    Kearns, Laura-Lee

    2016-01-01

    High-stakes standardized literacy testing is not neutral and continues to build upon the legacy of dominant power relations in the state in its ability to sort, select and rank students and ultimately produce and name some youth as illiterate in contrast to an ideal white, male, literate citizen. I trace the effects of high-stakes standardized…

  14. Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism

    ERIC Educational Resources Information Center

    Au, Wayne

    2016-01-01

    High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of "racial projects" and "neoliberal multiculturalism," and drawing on historical and empirical research, this article argues that not only does high-stakes,…

  15. How Much Professional Development Is Needed to Effect Positive Gains in K-6 Student Achievement on High Stakes Science Tests?

    ERIC Educational Resources Information Center

    Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

    2012-01-01

    This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K-6 professional development effort and the "high stakes" science test scores of different student groups in 33 rural mid-west school districts in the USA. The professional development program involved 1,269 elementary school teachers…

  16. A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing

    ERIC Educational Resources Information Center

    Hintze, John M.; Silberglitt, Benjamin

    2005-01-01

    The purpose of this study was to compare different statistical and methodological approaches to standard setting and determining cut scores using R-CBM and performance on high-stakes tests. One thousand seven hundred and sixty-six students were followed longitudinally from first through third grades using R-CBM benchmark assessment. In addition,…

  17. High Stakes Testing Policy Issues in Education: An Analysis of Litigation Involving High Stakes Testing and the Denial of Diplomas

    ERIC Educational Resources Information Center

    Winfield, Lisa M.

    2013-01-01

    This study analyzed the legal documents of cases involving the denial of a high school diploma as the result of not passing a high stakes exam in public education. The qualitative extrapolation of consistent themes in the court documents revealed information regarding the court's interpretation of the intersection of state authority to…

  18. Improving Test Scores. Research Brief

    ERIC Educational Resources Information Center

    Walker, Karen

    2003-01-01

    What strategies can improve test scores? According to research done by Amrein and Berliner, who studied 18 states with high stakes testing, their conclusion was that students did not necessarily score higher and often remained at the same level prior to the introduction of the high stakes testing. In other research done by Carnoy and Loeb, their…

  19. Outlier Detection in High-Stakes Certification Testing.

    ERIC Educational Resources Information Center

    Meijer, Rob R.

    2002-01-01

    Used empirical data from a certification test to study methods from statistical process control that have been proposed to classify an item score pattern as fitting or misfitting the underlying item response theory model in computerized adaptive testing. Results for 1,392 examinees show that different types of misfit can be distinguished. (SLD)

  20. Utilization of Emotional Freedom Techniques (EFT) to Reduce Test Anxiety in High Stakes Testing

    ERIC Educational Resources Information Center

    Mohler, Marie Elaine

    2013-01-01

    There are many reasons a person may fail a high stakes test such as the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Sleep deprivation, illness, life stressors, knowledge deficit, and test anxiety are some of the common explanations. A student with test anxiety may feel threatened by this evaluation process. This…

  1. Fundamental Concerns in High-Stakes Language Testing: The Case of the College English Test

    ERIC Educational Resources Information Center

    Jin, Yan

    2011-01-01

    The College English Test (CET) is an English language test designed for educational purposes, administered on a very large scale, and used for making high-stakes decisions. This paper discusses the key issues facing the CET during the course of its development in the past two decades. It argues that the most fundamental and critical concerns of…

  2. Is High-Stakes Testing Harming Lower Socioeconomic Status Schools?

    ERIC Educational Resources Information Center

    Cunningham, William G.; Sanzo, Tiffany D.

    2002-01-01

    A strong relationship is shown between students' state assessment test pass rates and students' socioeconomic status (SES). State sanctions based on assessment scores can affect graduation, student diplomas, school accreditation, school funding, teacher rewards and promotion, paperwork requirements, regulations, work expectations, improvement…

  3. Outlier Detection in High-Stakes Certification Testing. Research Report.

    ERIC Educational Resources Information Center

    Meijer, Rob R.

    Recent developments of person-fit analysis in computerized adaptive testing (CAT) are discussed. Methods from statistical process control are presented that have been proposed to classify an item score pattern as fitting or misfitting the underlying item response theory (IRT) model in a CAT. Most person-fit research in CAT is restricted to…

  4. Test Anxiety and High-Stakes Test Performance between School Settings: Implications for Educators

    ERIC Educational Resources Information Center

    von der Embse, Nathaniel; Hasson, Ramzi

    2012-01-01

    With the enactment of standards-based accountability in education, high-stakes tests have become the dominant method for measuring school effectiveness and student achievement. Schools and educators are under increasing pressure to meet achievement standards. However, there are variables which may interfere with the authentic measurement of…

  5. High Stakes Tests with Self-Selected Essay Questions: Addressing Issues of Fairness

    ERIC Educational Resources Information Center

    Lamprianou, Iasonas

    2008-01-01

    This study investigates the effect of reporting the unadjusted raw scores in a high-stakes language exam when raters differ significantly in severity and self-selected questions differ significantly in difficulty. More sophisticated models, introducing meaningful facets and parameters, are successively used to investigate the characteristics of…

  6. High-Stakes Accountability: Student Anxiety and Large-Scale Testing

    ERIC Educational Resources Information Center

    von der Embse, Nathaniel P.; Witmer, Sara E.

    2014-01-01

    This study examined the relationship between student anxiety about high-stakes testing and their subsequent test performance. The FRIEDBEN Test Anxiety Scale was administered to 1,134 11th-grade students, and data were subsequently collected on their statewide assessment performance. Test anxiety was a significant predictor of test performance…

  7. Predicting Student Performance in Statewide High-Stakes Tests for Middle School Mathematics Using the Results from Third Party Testing Instruments

    ERIC Educational Resources Information Center

    Meylani, Rusen; Bitter, Gary G.; Castaneda, Rene

    2014-01-01

    In this study regression and neural networks based methods are used to predict statewide high-stakes test results for middle school mathematics using the scores obtained from third party tests throughout the school year. Such prediction is of utmost significance for school districts to live up to the state's educational standards mandated by the…

  8. Preparing Adolescents with High-Incidence Disabilities for High-Stakes Testing with Strategy Instruction

    ERIC Educational Resources Information Center

    Carter, Erik W.; Wehby, Joseph; Hughes, Carolyn; Johnson, Stephen M.; Plank, Don R.; Barton-Arwood, Sally M.; Lunsford, Lauren B.

    2005-01-01

    Recent policy initiatives promoting high-stakes testing for graduation present a significant challenge to practitioners charged with educating students with high-incidence disabilities. The purpose of this study was to examine the effects of test-taking strategy instruction on the test performance of secondary students with high-incidence…

  9. Elementary Teachers' Perceptions of the Effects of High-Stakes Testing

    ERIC Educational Resources Information Center

    Pavia, Amy

    2012-01-01

    High-stakes testing has increased since the passage of the federal No Child Left Behind Act (NCLB) of 2001. Many teachers are using teacher-centered activities with memorization and testing coach books instead of creating student-centered higher-order thinking activities. Some school districts are eliminating subjects that are not tested on state…

  10. High-Stakes Testing for Students with Mathematics Difficulty: Response Format Effects in Mathematics Problem Solving

    ERIC Educational Resources Information Center

    Powell, Sarah R.

    2012-01-01

    Students with disabilities are frequently granted accommodations for high-stakes standardized tests to provide them an opportunity to demonstrate their academic knowledge without interference from their disability. One type of possible accommodation, test response format, concerns whether students respond in multiple-choice or constructed-response…

  11. High-Stakes Math Tests: How "No Child Left Behind" Leaves Newcomer English Language Learners behind

    ERIC Educational Resources Information Center

    Wright, Wayne E.; Li, Xiaoshi

    2008-01-01

    The "No Child Left Behind Act" establishes federal education policy for the United States, with a heavy focus on accountability through high-stakes testing. Provisions specific to English language learners (ELLs) include the mandate for their inclusion in state math tests, even for newcomer students enrolled for less than one year. Most ELLs take…

  12. The Impact of High-Stakes Testing on Curriculum and Pedagogy: A Teacher Perspective from Australia

    ERIC Educational Resources Information Center

    Polesel, John; Rice, Suzanne; Dulfer, Nicole

    2014-01-01

    Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government Introduced a national testing scheme, the"…

  13. Unintended Consequences of High-Stakes Testing. Information Capsule. Volume 1008

    ERIC Educational Resources Information Center

    Blazer, Christie

    2011-01-01

    High-stakes testing is one of the most controversial issues in American education. Advocates contend that these tests encourage students to work harder, provide teachers with a stronger understanding of students' strengths and weaknesses, and allow educators to target failing schools for extra help. Critics claim that they narrow and distort the…

  14. Markets, Managerialism and Teachers' Work: The Invisible Hand of High Stakes Testing in England

    ERIC Educational Resources Information Center

    Stevenson, Howard; Wood, Phil

    2013-01-01

    High stakes testing has been long established in the English school system. In this article, we seek to demonstrate how testing has become pivotal to securing the neo-liberal restructuring of schools, that commenced during the Thatcher era, and is reaching a critical point at the current time. Central to this project has been the need to assert…

  15. High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data

    ERIC Educational Resources Information Center

    Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

    2012-01-01

    The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of…

  16. Mathematics Teachers' Instructional Practices in an Era of High-Stakes Testing

    ERIC Educational Resources Information Center

    Vogler, Kenneth E.; Burton, Megan

    2010-01-01

    This study explored mathematics teachers' instructional practices in the context of high-stakes testing. Data were obtained from a survey instrument given to a stratified sample of Mississippi and Tennessee teachers who teach the same content tested on their state's high school graduation examination. An analysis showed teachers using a balance of…

  17. Validity Inferences under High-Stakes Conditions: A Response from Language Testing

    ERIC Educational Resources Information Center

    Hill, Kathryn; McNamara, Tim

    2015-01-01

    Those who work in second- and foreign-language testing often find Koretz's concern for validity inferences under high-stakes (VIHS) conditions both welcome and familiar. While the focus of the article is more narrowly on the potential for two instructional responses to test-based accountability, "reallocation" and "coaching,"…

  18. High Stakes Testing and the Structure of the Mind: A Reply to Randall Curren

    ERIC Educational Resources Information Center

    Davis, Andrew

    2006-01-01

    "High stakes testing" is to be understood as testing with serious consequences for students, their teachers and their educational institutions. It plays a central role in holding teachers and educational institutions to account. In a recent article Randall Curren seeks to refute a number of philosophical arguments developed in my "The Limits of…

  19. The Effects of Leadership and High-Stakes Testing on the Retention of Teachers

    ERIC Educational Resources Information Center

    Thibodeaux, Amy Krohn

    2014-01-01

    The purpose of this study was to examine whether principal leadership behaviors and the demands of high-stakes tests had an impact on teachers' intent to remain in the teaching profession. Perceptions of teachers concerning the contributing factors that led to their intent to remain in the teaching profession were also examined. Factors included…

  20. Negotiating Identity and Science Teaching in a High-Stakes Testing Environment: An Elementary Teacher's Perceptions

    ERIC Educational Resources Information Center

    Upadhyay, Bhaskar

    2009-01-01

    This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher's identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in…

  1. High-Stakes Testing and Its Relationship to Stress Levels of Coastal Secondary Teachers

    ERIC Educational Resources Information Center

    McDaniel, Sheneatha Lashelle Alexander

    2012-01-01

    The purpose of this research was to examine the relationship between high-stakes tests and stress with secondary teachers. Furthermore, this study investigated whether veteran teachers experience more stress than novice teachers and whether or not self-efficacy, gender, accountability status, and years of experience influence teacher stress as it…

  2. Growing the Good Stuff: One Literacy Coach's Approach to Support Teachers with High-Stakes Testing

    ERIC Educational Resources Information Center

    Zoch, Melody

    2015-01-01

    This ethnographic study reports on one elementary literacy coach's response to high-stakes testing and her approach to support third- through fifth-grade teachers in a Title I school in Texas. Sources of data included field notes and observations of classes and meetings, audio/video recordings, and transcribed interviews. The findings illustrate…

  3. High Stakes Testing and Student Perspectives on Teaching and Learning in the Republic of Ireland

    ERIC Educational Resources Information Center

    Smyth, Emer; Banks, Joanne

    2012-01-01

    There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes…

  4. Introduction and Overview of High Stakes Testing: New Challenges and Opportunities for School Psychology

    ERIC Educational Resources Information Center

    Shriberg, David; Kruger, Louis J.

    2007-01-01

    This overview article addresses the different meanings of high takes testing, which takes into consideration accountability at different levels, such as teacher, school, and state. In this regard, "high-stakes" may mean different things in different states or countries. We will advance an argument for why school psychologists should (a) be…

  5. The Impact of High-Stakes Testing on Latina/o Students' College Aspirations

    ERIC Educational Resources Information Center

    Rodriguez, Jessica M.; Arellano, Lucy

    2016-01-01

    This study explores the influence high-stakes testing has on Latina/o student aspirations and subsequent college enrollment. It quantitatively examines the critical juncture of high school exit and college entry at a school district serving a predominately Latino population. Findings confirm a strong correlation between the math and English…

  6. Funding, Reputation and Targets: The Discursive Logics of High-Stakes Testing

    ERIC Educational Resources Information Center

    Lewis, Steven; Hardy, Ian

    2015-01-01

    This paper provides insights into teacher and school-based administrators' responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program--Literacy and Numeracy (NAPLAN), and associated policies, in the state…

  7. High-Stakes Testing and Its Relationship to Stress Levels of Secondary Teachers

    ERIC Educational Resources Information Center

    Christian, Sonya Colman

    2010-01-01

    This study investigated the relationship between high-stakes testing and the stress levels of secondary teachers in Jackson's Jackson Public School District. The independent variables of age, gender, subject taught, teaching experience, degree and school level were used to determine the differences of the various groups. A survey was piloted and…

  8. Participatory Formative Assessment in an Environment of High-Stakes Testing: An Autoethnography

    ERIC Educational Resources Information Center

    Johnson, Karin Pogna

    2011-01-01

    The purpose of this study was to describe my experiences as a campus principal in facilitating the use of participatory formative assessment (PFA) in an environment of accountability and high-stakes testing. The methodology I employed was autoethnography (Chang, 2008; Ellis, 2004; Reed-Danahay, 1997; Stinson, 2009). I kept journals over a period…

  9. Raising the Stakes: High-Stakes Testing and the Attack on Public Education in New York

    ERIC Educational Resources Information Center

    Hursh, David

    2013-01-01

    Over the last almost two decades, high-stakes testing has become increasingly central to New York's schools. In the 1990s, the State Department of Education began requiring that secondary students pass five standardized exams to graduate. In 2002, the federal No Child Left Behind Act required students in grades three through eight to take…

  10. Influences of High-Stakes Testing on Middle School Mission and Practice

    ERIC Educational Resources Information Center

    Musoleno, Ronald R.; White, George P.

    2010-01-01

    This study explored the effects of high-stakes testing and accountability on the fundamental practices associated with middle school philosophy. Participants were middle school educators, including administrators and teachers, from Pennsylvania middle schools. An online survey was used to collect data for this study. The survey addressed the…

  11. Understanding the Interaction between High-Stakes Graduation Tests and English Learners

    ERIC Educational Resources Information Center

    Heilig, Julian Vasquez

    2011-01-01

    Background/Context: The prevailing theory of action underlying No Child Left Behind's high-stakes testing and accountability ratings is that schools and students held accountable to these measures will automatically increase educational output as educators try harder, schools will adopt more effective methods, and students will learn more. In…

  12. Four Effects of the High-Stakes Testing Movement on African American K-12 Students

    ERIC Educational Resources Information Center

    Thompson, Gail L.; Allen, Tawannah G.

    2012-01-01

    In order to ensure that American students are competitive with students in other countries, since the 1980s, U.S. policymakers have been trying to improve the K-12 public school system. Recent reform efforts have led to the current high-stakes testing movement, which measures student achievement and school effectiveness mainly by standardized test…

  13. High Stakes Testing and High School Completion. NBETPP Statements, Volume 1, Number 3.

    ERIC Educational Resources Information Center

    Clarke, Marguerite; Haney, Walter; Madaus, George

    This report examines how high stakes assessments affect dropout and high school completion rates. The focus is on five suggestive lines of evidence about this relationship. This evidence is drawn in part from studies done at Boston College or by researchers for the National Board on Educational Testing and Public Policy. The conclusion drawn is…

  14. High-Stakes Tests for Students with Specific Learning Disabilities: Disability-Based Differential Item Functioning

    ERIC Educational Resources Information Center

    Anjorin, Idayatou

    2009-01-01

    Students with learning disabilities are increasingly included in state accountability systems. The purpose of this study was to investigate disability-based differential item functioning (DIF) on a statewide high-stakes mathematics test administered in the Spring of 2003 to all students seeking a high-school diploma in one state in the eastern…

  15. High-Stakes Testing: Implications for Career and Technical Education. The Highlight Zone: Research @ Work.

    ERIC Educational Resources Information Center

    Austin, James T.; Mahlman, Robert A.

    The topic of high-stakes testing (HST) is important because HST has direct and indirect effects on career-technical education (CTE) programs and timely because HST increasingly enters public discussion and has produced a large body of research and practice that generalizes to CTE. A review of HST has identified two persisting dilemmas: policy and…

  16. On My Mind: Pay It Forward with Professional Development, Not High-Stakes Testing.

    ERIC Educational Resources Information Center

    Warlick, David

    2001-01-01

    Suggests that professional planning, not high-stakes testing, "an Industrial Age solution to an Information Age problem," is the key to education's future. Proposes that the day for school library media specialists and teachers should be equally divided between teaching and professional planning-four hours of instructional supervision and four…

  17. High-Stakes Testing and Latina/o Students: Creating a Hierarchy of College Readiness

    ERIC Educational Resources Information Center

    Ruecker, Todd

    2013-01-01

    This article examines how high-stakes testing policies can constrain the way teachers at predominately Latina/o high schools teach literacy and subsequently influence the success of Latina/o students at college. It is based on a year and a half study of seven Latina/o students making transition from a high school to a community college or…

  18. Emotions toward Teacher-Created and High-Stakes Tests in Middle School Students with Disabilities

    ERIC Educational Resources Information Center

    Story, Lauren L.

    2013-01-01

    Many leading scholars believe that students' emotions affect their learning and performance, and have voiced concerns about the need to investigate these emotions in the context of classrooms and schools. Apart from the emotion of anxiety, very little research has assessed students' achievement emotions toward tests. As high-stakes tests…

  19. Initial Responses to AERA's Position Statement Concerning High-Stakes Testing.

    ERIC Educational Resources Information Center

    Hauser, Robert M.; Martin, Wayne; Neill, Monty; Qualls, Audrey L.; Porter, Andrew

    2000-01-01

    Presents the responses of five people in the field of education (professors and assessment administrators) to the recently published position statement by the American Educational Research Association on high stakes testing in preK-12 education. The responses point out the contributions of this position statement and offer suggestions for…

  20. De-Stressing High-Stakes Testing for NCLB

    ERIC Educational Resources Information Center

    Fedore, Heidi

    2006-01-01

    It is readily apparent that testing raises academic standards at both the state and the federal levels. The three Rs currently touted as aims for school improvement--rigor, relevance, and relationships--can be applied to testing as well. The connection between standardized testing and rigor can be easily made, while the relevance of testing is…

  1. High-Stakes Testing and the Moral Decisions of Leaders

    ERIC Educational Resources Information Center

    Willis, Chris

    2011-01-01

    As a charter school faces continued poor performance and the need to show drastic improvement in its data, school leaders are faced with a moral dilemma. To help the schools testing data, leaders consider being selective with whom they test. They consider whether they can help the short-term outcomes of the school while risking later consequences…

  2. Adult Learning and High-Stakes Testing: Strategies for Success

    ERIC Educational Resources Information Center

    Mitchell, Grace

    2004-01-01

    In this world of increasing competition for jobs and accountability in the workplace, adults are facing many new pressures, one of which is passing tests as part of the application process. This is especially difficult for adults who are academically challenged or did not go far enough with their education to feel comfortable in testing…

  3. The High-Stakes Effects of "Low-Stakes" Testing

    ERIC Educational Resources Information Center

    Papay, John P.; Murnane, Richard J.; Willett, John B.

    2011-01-01

    In this paper, the authors examine how information that students receive about their academic performance affects their decisions to enroll in post-secondary education. In particular, they look at one specific piece of data--student performance on the state standardized mathematics test in grades 8 and 10 in Massachusetts. One key feature of such…

  4. Educational Technology Integration and High-Stakes Testing

    ERIC Educational Resources Information Center

    Daniel, Tracy Demetrie

    2012-01-01

    Determining if the investment in educational technology will improve student achievement is complicated and multifarious. The purpose of this study was to evaluate the influence of teacher technology integration on student achievement as measured by the Mississippi Subject Area Testing Program (SATP) and to explore the relationship between…

  5. Louisiana Educational Assessment Program (LEAP): A Historical Analysis of Louisiana's High Stakes Testing Policy

    ERIC Educational Resources Information Center

    Decuir, Erica L.

    2012-01-01

    High stakes testing is popularly examined in educational research, but contemporary analyses tend to reflect a qualitative or quantitative research design (e.g., Au, 2007; Cochran-Smith & Lytle, 2006; Gamble, 2010). Exhaustive debate over the relative success or failure of high stakes testing is often framed between competing visions of…

  6. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

    PubMed Central

    Boevé, Anja J.; Meijer, Rob R.; Albers, Casper J.; Beetsma, Yta; Bosker, Roel J.

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration. PMID:26641632

  7. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment.

    PubMed

    Boevé, Anja J; Meijer, Rob R; Albers, Casper J; Beetsma, Yta; Bosker, Roel J

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration. PMID:26641632

  8. School-Based Assessments in High-Stakes Examinations in Bhutan: A Question of Trust? Exploring Inconsistencies between External Exam Scores, School-Based Assessments, Detailed Teacher Ratings, and Student Self-Ratings

    ERIC Educational Resources Information Center

    Luyten, Hans; Dolkar, Dechen

    2010-01-01

    This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE) examination, to detailed teacher ratings of…

  9. Heightened Test Anxiety among Young Children: Elementary School Students' Anxious Responses to High-Stakes Testing

    ERIC Educational Resources Information Center

    Segool, Natasha K.; Carlson, John S.; Goforth, Anisa N.; von der Embse, Nathan; Barterian, Justin A.

    2013-01-01

    This study explored differences in test anxiety on high-stakes standardized achievement testing and low-stakes testing among elementary school children. This is the first study to directly examine differences in young students' reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred…

  10. Test Anxiety Associated with High-Stakes Testing among Elementary School Children: Prevalence, Predictors, and Relationship to Student Performance

    ERIC Educational Resources Information Center

    Segool, Natasha Katherine

    2009-01-01

    The current study explored differences in test anxiety on high-stakes standardized achievement testing and classroom testing among elementary school children. This is the first study to directly examine differences in student test anxiety across two testing conditions with different stakes among young children. Three hundred and thirty-five…

  11. The Influence of High Stakes Testing and Test Preparation on High School Students' Perspectives on Education and Lifelong Learning

    ERIC Educational Resources Information Center

    Rowland, Barbara

    2011-01-01

    With the implementation of the No Child Left Behind Act in January of 2002, curricula in high schools in the United States have adjusted to make room for test preparation activities and high stakes testing. This involves teaching skills and content in the format of the test only, drilling students on specific skills and content areas that will be…

  12. High-Stakes Trouble.

    ERIC Educational Resources Information Center

    Howe, Harold II

    2000-01-01

    Critiquing Nina and Sol Horowitz's article advocating high-stakes tests, the author deplores deleterious effects of too-rigorous standards on poor students and recent immigrants. Without large-scale initiatives to affect their lives out of school, urban youngsters' prospects are dim. A National Research Council report offers testing guidelines.…

  13. Redefining Accessibility on High-Stakes Tests for Postsecondary College Students with Learning Disabilities in an Era of Technology

    ERIC Educational Resources Information Center

    Banerjee, Manju; Gregg, Noel

    2008-01-01

    Unprecedented increases in the use of technologies throughout postsecondary education and the workplace are redefining traditional concepts of accessibility during testing for college students with learning disabilities. High stakes testing practices are under pressure to change. The challenge for professionals is to ensure that tests are designed…

  14. High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

    ERIC Educational Resources Information Center

    Steele, Marcee M.

    2010-01-01

    This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

  15. High-Stakes Testing: An Examination of Elementary Counselors' Views and Their Academic Preparation To Meet This Challenge.

    ERIC Educational Resources Information Center

    Thorn, Antoinette R.; Mulvenon, Sean W.

    2002-01-01

    School counselors are responsible for addressing social and personal issues, educational issues, and the career needs of students. Recent emphasis on high-stakes testing and school accountability has resulted in counselors focusing more of their time on schoolwide testing programs. A statewide survey provided information on counselors' attitudes…

  16. Neither Fair nor Accurate: Research-Based Reasons Why High-Stakes Tests Should Not Be Used to Evaluate Teachers

    ERIC Educational Resources Information Center

    Au, Wayne

    2011-01-01

    Current and former leaders of many major urban school districts, including Washington, D.C.'s Michelle Rhee and New Orleans' Paul Vallas, have sought to use tests to evaluate teachers. In fact, the use of high-stakes standardized tests to evaluate teacher performance in the manner of value-added measurement (VAM) has become one of the cornerstones…

  17. Professionalism and High-Stakes Tests: Teachers' Perspectives when Dealing with Educational Change Introduced through Provincial Exams

    ERIC Educational Resources Information Center

    Turner, Carolyn E.

    2006-01-01

    The effect of high-stakes tests on classroom activity (commonly called washback) is an issue that is receiving heightened attention in the literature. It is yet one more element that teachers need to deal with in their professional contexts. This article focuses on the perspectives of ESL secondary teachers as they experience curriculum…

  18. Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context

    ERIC Educational Resources Information Center

    Heilig, Julian Vasquez; Darling-Hammond, Linda

    2008-01-01

    This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished…

  19. What We Know and Need to Know about the Consequences of High-Stakes Testing for Students with Disabilities

    ERIC Educational Resources Information Center

    Ysseldyke, Jim; Nelson, J. Ruth; Christenson, Sandra; Johnson, David R.; Dennison, Amanda; Triezenberg, Heidi; Sharpe, Michael; Hawes, Maureen

    2004-01-01

    Many positive and negative consequences of high-stakes testing for students with disabilities are alleged. Yet, there is little evidence on actual consequences. Both anecdotal and empirical evidence were reviewed with regard to increased participation in assessment, raised expectations, provision of appropriate assessment accommodations, alignment…

  20. Diving in or Guarding the Tower: Mina Shaughnessy's Resistance and Capitulation to High-Stakes Writing Tests at City College

    ERIC Educational Resources Information Center

    Molloy, Sean

    2012-01-01

    Mina Shaughnessy continues to exert powerful influences over Basic Writing practices, discourses and pedagogy thirty-five years after her death: Basic Writing remains in some ways trapped by Shaughnessy's legacy in what Min-Zhan Lu labeled as essentialism, accommodationism and linguistic innocence. High-stakes writing tests, a troubling hallmark…

  1. Effects of a Bundled Accommodations Package on High-Stakes Testing for Middle School Students with Reading Disabilities

    ERIC Educational Resources Information Center

    Fletcher, Jack M.; Francis, David J.; O'Malley, Kimberly; Copeland, Kim; Mehta, Paras; Caldwell, Cathy J.; Kalinowski, Sharon; Young, Victoria; Vaughn, Sharon

    2009-01-01

    This study investigated the efficacy of a package of accommodations for poor readers in Grade 7. Students with and without word reading disabilities were randomly assigned to take an experimental version of a high-stakes reading comprehension test in 1 of 3 formats: (a) standard administration, (b) read aloud accommodations with 1-day…

  2. Science Curriculum in Practice: Student Teachers' Use of Hands-On Activities in High-Stakes Testing Schools

    ERIC Educational Resources Information Center

    Eick, Charles J.

    2002-01-01

    This article describes the influence of recently adopted high-stakes testing on the curriculum and instruction of 12 secondary science student teachers (or interns). The study, which used a postpositivist, qualitative method with researcher as participant as the university supervisor, focused on interns' abilities to implement hands-on,…

  3. Teaching under the New Taylorism: High-Stakes Testing and the Standardization of the 21st Century Curriculum

    ERIC Educational Resources Information Center

    Au, Wayne

    2011-01-01

    The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high-stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced…

  4. The Consortium and the Commissioner: A Grass Roots Tale of Fighting High Stakes Graduation Testing in New York

    ERIC Educational Resources Information Center

    Knecht, Doug

    2007-01-01

    The following paper provides a case study of the resistance of the New York Performance Standards Consortium to the state's unitary high stakes testing policy from 1998 to 2006. After detailing the history of the grass roots actions undertaken by the group of alternative high schools called "The Consortium," the analysis seeks to apply…

  5. Between Education and the Economy: High-Stakes Testing and the Contradictory Location of the New Middle Class

    ERIC Educational Resources Information Center

    Au, Wayne

    2008-01-01

    This paper analyzes the contradictory location of the professional and managerial new middle class within the rising tension between old systems of the industrial capitalist model of education, epitomized by a reliance on high-stakes, standardized testing and the newer forms of production associated with the "fast" capitalism of the global…

  6. Depth and Breadth: Bridging the Gap between Scientific Inquiry and High-Stakes Testing with Diverse Junior High School Students

    ERIC Educational Resources Information Center

    Kang, Jee Sun Emily

    2009-01-01

    This study explored how inquiry-based teaching and learning processes occurred in two teachers' diverse 8th grade Physical Science classrooms in a Program Improvement junior high school within the context of high-stakes standardized testing. Instructors for the courses examined included not only the two 8th grade science teachers, but also…

  7. Depth and breadth: Bridging the gap between scientific inquiry and high-stakes testing with diverse junior high school students

    NASA Astrophysics Data System (ADS)

    Kang, Jee Sun Emily

    This study explored how inquiry-based teaching and learning processes occurred in two teachers' diverse 8th grade Physical Science classrooms in a Program Improvement junior high school within the context of high-stakes standardized testing. Instructors for the courses examined included not only the two 8th grade science teachers, but also graduate fellows from a nearby university. Research was drawn from inquiry-based instruction in science education, the achievement gap, and the high stakes testing movement, as well as situated learning theory to understand how opportunities for inquiry were negotiated within the diverse classroom context. Transcripts of taped class sessions; student work samples; interviews of teachers and students; and scores from the California Standards Test in science were collected and analyzed. Findings indicated that the teachers provided structured inquiry in order to support their students in learning about forces and to prepare them for the standardized test. Teachers also supported students in generating evidence-based explanations, connecting inquiry-based investigations with content on forces, proficiently using science vocabulary, and connecting concepts about forces to their daily lives. Findings from classroom data revealed constraints to student learning: students' limited language proficiency, peer counter culture, and limited time. Supports were evidenced as well: graduate fellows' support during investigations, teachers' guided questioning, standardized test preparation, literacy support, and home-school connections. There was no statistical difference in achievement on the Forces Unit test or science standardized test between classes with graduate fellows and without fellows. There was also no statistical difference in student performance between the two teachers' classrooms, even though their teaching styles were very different. However, there was a strong correlation between students' achievement on the chapter test and

  8. Exploring the Influence of High-Stakes Testing and Accountability on Teachers' Professional Identities through the Factors of Instructional Practice, Work Environment, and Teacher Efficacy

    ERIC Educational Resources Information Center

    Mason, Janet Harmon

    2010-01-01

    The purpose of this study was to explore the impact of high-stakes testing and accountability on teachers' perceptions of their professional identities. Teachers' instructional practice, work environments, and personal factors are now immersed in the context of high-stakes testing and accountability. This context colors the decisions teachers make…

  9. The Impact of the Correlation between the No Child Left Behind Act's High Stakes Testing and the High Drop-Out Rates of Minority Students

    ERIC Educational Resources Information Center

    Walden, Lavada M.; Kritsonis, William Allan

    2008-01-01

    The author looks at critical dialogue surrounding the causes for the alarming high numbers of high school dropouts in states that use high stakes standardized testing mandated by the No Child Left Behind Act, and investigates the perceived correlations between high stakes testing and high numbers of high school dropouts of minority students.

  10. Is the Physical Being Taken out of Physical Education? On the Possible Effects of High-Stakes Testing on an Embattled Profession's Curriculum Goals

    ERIC Educational Resources Information Center

    Seymour, Clancy; Garrison, Mark

    2015-01-01

    Building on recent discussions regarding how current national standards for physical education promote cognitive outcomes over physical outcomes, the authors explore how a new era in high-stakes testing is also contributing to an emphasis on the cognitive, over the physical. While high-stakes testing has been linked to reducing the amount of…

  11. Performance of Students with Visual Impairments on High-Stakes Tests: A Pennsylvania Report Card

    ERIC Educational Resources Information Center

    Fox, Lynn A.

    2012-01-01

    Students with disabilities participate in high-stakes assessments to meet NCLB's newer proficiency standards. This study explored performance in reading and math on the Pennsylvania System of School Assessment (PSSA), Pennsylvania's grade-level assessment, to provide a foundational baseline on performance and accommodations used by…

  12. Education's "Perfect Storm?" Racial Resegregation, "High Stakes" Testing, & School Inequities: The Case of North Carolina.

    ERIC Educational Resources Information Center

    Boger, John Charles

    This paper examines student resegregation by race and socioeconomic class, high stakes accountability measures aimed at affecting educators' decisions on student promotion and graduation, and continuing disparities in school resources and finance, all of which intensified in 2002, particularly in North Carolina and the U.S. south. The paper…

  13. Achieving Quality and Equity through Inclusive Education in an Era of High-Stakes Testing

    ERIC Educational Resources Information Center

    Peters, Susan; Oliver, Laura Ann

    2009-01-01

    While great progress has been made by the international community to promote inclusive education for all children, regardless of race, ethnicity, socio-economic status, gender or disability, many countries still continue to marginalize and exclude students in educational systems across the globe. High-stakes assessments in market-driven economies…

  14. High Stakes in the Classroom, High Stakes on the Street: The Effects of Community Violence on Students' Standardized Test Performance. Working Paper #03-13

    ERIC Educational Resources Information Center

    Sharkey, Patrick; Schwartz, Amy Ellen; Ellen, Ingrid Gould; Lacoe, Johanna

    2013-01-01

    This paper examines the effect of exposure to violent crime on students' standardized test performance among a sample of students in New York City public schools. To identify the effect of exposure to community violence on children's test scores, we compare students exposed to an incident of violent crime on their own blockface in the week prior…

  15. A moderated mediated path analysis of factors influencing student performance on a standardized high-stakes science test

    NASA Astrophysics Data System (ADS)

    Pelkey, Ramona K.

    Gender, ethnicity, family economic status, reading score, mathematics score, and number of science semesters successfully completed were examined for their contributory role to a student's science score on a high-stakes, high school exit examination. Path analysis and analysis of variance procedures were used to quantify each variable's influence on science score. Gender, ethnicity, and family economic status were found to be moderators while reading proved to mediate within the model. The path model was created using a calibration sample and cross-validated using a hold-out validation sample. Bootstrapping was used to verify the goodness of fit of the model. A predictive equation explained 66% (R2 = .66) of the variance in observed TAKS science score.

  16. Pressures of the Season: An Examination of Classroom Quality and High-Stakes Accountability

    ERIC Educational Resources Information Center

    Plank, Stephen B.; Condliffe, Barbara Falk

    2013-01-01

    High-stakes tests are the most heavily weighted measures in accountability systems developed in response to No Child Left Behind. While some studies show high-stakes accountability being related to test score gains, others suggest these policies do not improve achievement and often result in unintended consequences. To understand mechanisms…

  17. Chronic Consequences of High-Stakes Testing? Lessons from the Chinese Civil Service Exam

    ERIC Educational Resources Information Center

    Suen, Hoi K.; Yu, Lan

    2006-01-01

    In the field of educational assessment, the "validity of assessment" can be defined as the degree to which evidence and theory support the interpretations of test scores that are entailed by proposed uses of the test. Many concerns have arisen over what is termed the "consequential basis" of validity, the intended and unintended social…

  18. High-Stakes Testing in Education: Science and Practice in K-12 Settings

    ERIC Educational Resources Information Center

    Bovaird, James A., Ed.; Geisinger, Kurt F., Ed.; Buckendahl, Chad W., Ed.

    2011-01-01

    Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public…

  19. Teacher Competency Whitewash: How One High-Stakes Test Eliminates Diversity from the Teaching Force.

    ERIC Educational Resources Information Center

    Flippo, Rona F.; Canniff, Julie G.

    2000-01-01

    Based on ethnic group differences in Massachusetts Educator Certification Test (MECT) scores, argues that performance-based assessments should be as important as a paper-and-pencil test of cognitive and content skills. Asserts that rather than screening out minorities from the teaching force, the state should be looking for ways to ensure that…

  20. High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

    ERIC Educational Resources Information Center

    Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

    2005-01-01

    Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

  1. High Stakes Testing in Texas: Does the TAAS Tell the Whole Story?

    ERIC Educational Resources Information Center

    Linton, Thomas H.; Kester, Donald

    This study was conducted to determine whether norm-referenced test data and Texas Assessment of Academic Skills (TAAS) data from 1995 and 1999 showed similar gains in reading and mathematics achievement. TAAS data were collected from all students in Texas who were in the accountability subset of scores used for rating schools, approximately…

  2. Importance of Equating High-Stakes Educational Measurements

    ERIC Educational Resources Information Center

    Chulu, Bob Wajizigha; Sireci, Stephen G.

    2011-01-01

    Many examination agencies, policy makers, media houses, and the public at large make high-stakes decisions based on test scores. Unfortunately, in some cases educational tests are not statistically equated to account for test differences over time, which leads to inappropriate interpretations of students' performance. In this study we illustrate…

  3. Discursive Construction of a High-Stakes Test: The Many Faces of a Test-Taker

    ERIC Educational Resources Information Center

    Huhta, Ari; Kalaja, Paula; Pitkanen-Huhta, Anne

    2006-01-01

    As part of a larger project, we studied how a foreign language test got discursively constructed in the talk of upper-secondary-school leavers. A group of students were asked to keep an oral diary to record their ideas, feelings and experiences of preparing for and taking the test over the last spring term of school, as part of a high-stakes…

  4. High Schools and High Stakes Testing in California: Size and Income Do Matter

    ERIC Educational Resources Information Center

    Rector, L. D.

    2011-01-01

    The purpose of this study was to examine the relationship between the size of high schools, their percentage of SED (socio-economic disadvantaged) students, and API (academic performance index) scores in California, and determine if teacher preparation is a contributing factor. The 2010 API scores and median income of all 52 counties, and the 2010…

  5. High Stakes Testing and Special Education Students: A Five-Year Trend Analysis.

    ERIC Educational Resources Information Center

    Linton, Thomas H.

    The purpose of this study was to analyze the effect of including special education students in the Texas Assessment of Academic Skills (TAAS) accountability subset of students. In 1999, the accountability subset was expanded to include scores for all special education students not exempted and all bilingual/limited English proficient (LEP)…

  6. Differential Outcomes in High-Stakes Eleven Plus Testing: The Role of Gender, Geography, and Assessment Design in Trinidad and Tobago

    ERIC Educational Resources Information Center

    De Lisle, Jerome; Smith, Peter; Keller, Carol; Jules, Vena

    2012-01-01

    High-stakes placement testing at eleven plus remains a central and constant feature of education systems in the Anglophone Caribbean. In the Republic of Trinidad and Tobago, the Eleven Plus has been retained well into the era of universal secondary education, with a perceived legitimacy founded on the belief that examinations provide the fairest…

  7. A Better Leveled Playing Field for Assessing Satisfactory Job Performance of Superintendents on the Basis of High-Stakes Testing Outcomes

    ERIC Educational Resources Information Center

    Young, I. Phillip; Cox, Edward P.; Buckman, David G.

    2014-01-01

    To assess satisfactory job performance of superintendents on the basis of school districts' high-stakes testing outcomes, existing teacher models were reviewed and critiqued as potential options for retrofit. For these models, specific problems were identified relative to the choice of referent groups. An alternate referent group (statewide…

  8. Opportunities or Constraints? Where Is the Space for Culturally Responsive Poetry Teaching within High-Stakes Testing Regimes at 16+ in Aotearoa New Zealand and England?

    ERIC Educational Resources Information Center

    Dymoke, Sue

    2012-01-01

    This paper argues that recent changes to two national high-stakes tests for English--the National Certificate of Educational Achievement (NCEA) in Aoteaora New Zealand and the General Certificate of Secondary Education (GCSE) in England--have shifted the assessment emphasis further away from poetry than previously and have significantly…

  9. Policy Implications for Continuous Employment Decisions of High School Principals: An Alternative Methodological Approach for Using High-Stakes Testing Outcomes

    ERIC Educational Resources Information Center

    Young, I. Phillip; Fawcett, Paul

    2013-01-01

    Several teacher models exist for using high-stakes testing outcomes to make continuous employment decisions for principals. These models are reviewed, and specific flaws are noted if these models are retrofitted for principals. To address these flaws, a different methodology is proposed on the basis of actual field data. Specially addressed are…

  10. High-Stakes Testing and English Language Learners: Using Culturally and Linguistically Responsive Literacy Practices in the High School English Classroom

    ERIC Educational Resources Information Center

    Giouroukakis, Vicky; Honigsfeld, Andrea

    2010-01-01

    This multicase study investigated the impact of high-stakes testing on the literacy practices of teachers of high school English language learners (ELLs) in three Long Island, New York, school districts, in one of the most racially and socioeconomically segregated regions of the United States. The goal of the study was to explore what kinds of…

  11. High Stakes: Children, Testing, and Failure in American Schools. A Year in the Life of One Rural School and Its Children.

    ERIC Educational Resources Information Center

    Johnson, Dale D.; Johnson, Bonnie

    This book connects the educational conditions created by high-stakes testing to the students and teachers who are influenced or victimized by the currents driving this movement. The authors left their positions as teacher-educators and taught grades 3 and 4 for 1 year as regular teachers in one of America's most impoverished schools. Redbud…

  12. Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: A Case Study of Chemistry Teachers in Anglophone Cameroon

    ERIC Educational Resources Information Center

    Akom, George Viche

    2010-01-01

    Formative assessment, as a strategy used to improve student learning, encounters several obstacles in its implementation. This study explores changes in teachers' views and practices as they are introduced to formative assessment in a high stakes testing and limited resource environment. The study examines the extent to which teachers use the…

  13. The Fallibility of High Stakes "11-Plus" Testing in Northern Ireland

    ERIC Educational Resources Information Center

    Gardner, John; Cowan, Pamela

    2005-01-01

    This paper sets out the findings from a large-scale analysis of the Northern Ireland Transfer Procedure Tests, used to select pupils for grammar schools. As it was not possible to get completed test scripts from government agencies, over 3000 practice scripts were completed in simulated conditions and were analysed to establish whether the tests…

  14. Teachers' Knowledge of Accommodations as a Validity Issue in High-Stakes Testing.

    ERIC Educational Resources Information Center

    Hollenbeck, Keith; Tindal, Gerald; Almond, Patricia

    1998-01-01

    A survey of 166 regular and special-education teachers concerning allowable accommodations on statewide assessment tests found only 21% reported that they used allowed accommodations. Teachers' knowledge of allowable accommodations was low and suggests some students are unnecessarily exempted from participation. Results support preservice and…

  15. Georgia High-Stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement

    ERIC Educational Resources Information Center

    Bruton, Venita L.

    2011-01-01

    Standardized tests are an education reality and an important accountability consideration in most states and school systems. Most states require standardized assessments to meet requirements of the federal "No Child Left Behind Act" of 2001. Changes to curriculum and instruction and to the school culture frequently occur through a school…

  16. Detection of Answer Copying Based on the Structure of a High-Stakes Test

    ERIC Educational Resources Information Center

    Belov, Dmitry I.

    2011-01-01

    This article presents the Variable Match Index (VM-Index), a new statistic for detecting answer copying. The power of the VM-Index relies on two-dimensional conditioning as well as the structure of the test. The asymptotic distribution of the VM-Index is analyzed by reduction to Poisson trials. A computational study comparing the VM-Index with the…

  17. A High-Stakes-Test Intervention: Moon-Phase Models as Viewed from Earth and Space

    ERIC Educational Resources Information Center

    Jackson, Julie; Castro, Angela

    2011-01-01

    Schools are under increasing pressure to meet accountability requirements and show growth in student achievement across tested content areas. As a result, throughout the school year, student achievement data are analyzed to discover data trends that highlight both student gains and gaps in learning. Achievement gaps are identified and addressed…

  18. The Evolution of High-Stakes Testing at the School-University Interface in the Former Republics of the USSR

    ERIC Educational Resources Information Center

    Bethell, George; Zabulionis, Algirdas

    2012-01-01

    Since the break up of the USSR, its former republics have seen the emergence and rapid expansion of an examinations industry that was, to all intents and purposes, unknown in Soviet times. New national assessment agencies have been established and been charged with, amongst other things, developing high-stakes exams to replace the diverse and…

  19. To Be or Not to Be: Exploring the Nature of Positively and Negatively Keyed Personality Items in High-Stakes Testing.

    PubMed

    McLarnon, Matthew J W; Goffin, Richard D; Schneider, Travis J; Johnston, Norman G

    2016-01-01

    Including equal numbers of positively and negatively keyed items is common in Five-Factor Model (FFM) personality measures. Much literature has demonstrated the presence of positive and negative keying factors in low-stakes testing situations, but there is a dearth of research investigating these factors in high-stakes testing. To address this gap, we investigated whether an FFM measure used in high-stakes testing was influenced by positive and negative keying factors. We also examined the overlap of the positive and negative keying factors with social desirability, rule-consciousness, acquiescence, and cognitive ability. Confirmatory factor analysis supported the inclusion of distinct factors associated with positively and negatively keyed items and suggested that the keying factors accounted for a substantial portion of variation in responses to FFM items. Social desirability and rule-consciousness were found to have significant relations with both keying factors, whereas acquiescence was only related to the negative keying factor. Implications for the construct validity of FFM measures used in high-stakes testing and directions for future research are discussed. PMID:27153340

  20. Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement

    ERIC Educational Resources Information Center

    Miller, Kelli Caldwell; Bell, Sherry Mee; McCallum, R. Steve

    2015-01-01

    Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were…

  1. An Investigation of the Gender Differential Performance on a High-Stakes Language Proficiency Test in Iran

    ERIC Educational Resources Information Center

    Karami, Hossein

    2013-01-01

    There has been a growing consensus among the educational measurement experts and psychometricians that test taker characteristics may unduly affect the performance on tests. This may lead to construct-irrelevant variance in the scores and thus render the test biased. Hence, it is incumbent on test developers and users alike to provide evidence…

  2. Using formative assessment despite the constraints of high stakes testing and limited resources: A case study of chemistry teachers in Anglophone Cameroon

    NASA Astrophysics Data System (ADS)

    Akom, George Viche

    Formative assessment, as a strategy used to improve student learning, encounters several obstacles in its implementation. This study explores changes in teachers' views and practices as they are introduced to formative assessment in a high stakes testing and limited resource environment. The study examines the extent to which teachers use the technique of formative assessment to engage students in authentic learning even while not sacrificing high test scores on summative assessments. A case study methodology was employed to address the research topic. Science teachers in the West African country of Cameroon were engaged in a process of lesson planning and implementation to collaboratively build lessons with large amounts of formative assessment. Qualitative data from written surveys, group discussions, classroom and workshop observations, and from teacher reflections reveal the extent to which lesson fidelity is preserved from views to planning to implementation. The findings revealed that though the teachers possess knowledge of a variety of assessment methods they do not systematically use these methods to collect information which could help in improving student learning. Oral questioning remained the dominant method of student assessment. The study also showed that the teachers made minimal to big changes depending on the particular aspect of formative assessment being considered. For aspects which needed just behavioral adaptations, the changes were significant but for those which needed acquisition of more pedagogic knowledge and skills the changes were minimal. In terms of constraints in the practice of formative assessment, the teachers cited large class size and lack of teaching materials as common ones. When provided with the opportunity to acquire teaching materials, however, they did not effectively utilize the opportunity. The study revealed a need for the acquisition of inquiry skills by the teachers which can serve as a platform for the

  3. Motivating High School Students to Score Proficient on State Tests

    ERIC Educational Resources Information Center

    Brown, Sarah Lee

    2015-01-01

    The researcher interviewed two groups of eleventh grade students, in a rural Appalachian setting, who tended to score low on the state mandated high stakes/low stakes test to discover their efforts on the test, specifically in reading, and to obtain their opinions concerning the effects of a specific incentive or consequence. Before the eleventh…

  4. Examining High-Stakes Testing--Forum. "Education Next" Talks with Joshua P. Starr and Margaret Spellings

    ERIC Educational Resources Information Center

    Starr, Joshua P.; Spellings, Margaret

    2014-01-01

    More than 40 states plan to assess student performance with new tests tied to the Common Core State Standards. In summer 2013, results from Common Core-aligned tests in New York showed a steep decline in outcomes. Common Core advocates hailed the scores as an honest accounting of school and student performance, while others worried that they…

  5. 'It is the situation that makes it difficult': experiences of nursing students faced with a high-stakes drug calculation test.

    PubMed

    Røykenes, Kari; Smith, Kari; Larsen, Torill M B

    2014-08-01

    Test anxiety affects the learning, performance and well-being of students, and it increases as the stakes get higher. Norwegian nursing students must pass a drug calculation test with a flawless performance if they are to qualify as nurses. The aim of the current study was to investigate the test anxiety experiences of students faced with such a high-stakes test. We used a mixed methods approach where the data were collected using a survey questionnaire and a focus group interview. In total, 203 freshman nursing students completed the questionnaire, six of whom also participated in the focus group interview. The survey results showed that 44.3% of the students reported high mathematics test anxiety in the months before the drug calculation test. More than 12% of the high-anxiety students reported a low mathematics self-concept. High and medium self-concept students also experienced high test anxiety. Our analysis of the focus group interview data confirmed that the high stakes of the test increased the test anxiety dramatically. PMID:24462630

  6. The Reflective Discussion Group: Focused Discussion in a High-Stakes Environment.

    ERIC Educational Resources Information Center

    Passman, Roger; McKnight, Katherine S.

    High stakes testing presents a significant problem for the design of effective professional development. The absurdity of asking teachers and administrators to raise test scores constantly encourages teachers to teach to the test without regard for the intellectual development of students. This case study from Texas describes the reflective…

  7. High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

    ERIC Educational Resources Information Center

    Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

    2005-01-01

    Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

  8. Is South Korea a Case of High-Stakes Testing Gone Too Far? Information Capsule. Volume 1107

    ERIC Educational Resources Information Center

    Blazer, Christie

    2012-01-01

    South Korea's students consistently outperform their counterparts in almost every country in reading and math. Experts have concluded, however, that the South Korean education system has produced students who score well on tests, but fall short on creativity and innovative thinking. They blame these shortcomings on schools' emphasis on rote…

  9. An Investigation of the Relationship Between Retention in First Grade and Performance on High Stakes Tests in 3rd Grade

    PubMed Central

    Hughes, Jan N.; Chen, Qi; Thoemmes, Felix; Kwok, Oi-man

    2010-01-01

    The association between grade retention in first grade and passing the third grade state accountability tests, the Texas Assessment of Knowledge and Skills (TAKS) reading and math, was investigated in a sample of 769 students who were recruited into the study when they were in first grade. Of these 769 students, 165 were retained in first grade and 604 were promoted. Using propensity matching, we created five imputed datasets (average N=321) in which promoted and retained students were matched on 67 comprehensive covariates. Using GEE models, we obtained the association between retention and passing the 3rd grade TAKS reading and math tests. The positive association between retention and math scores was significant while the association was marginally significant for reading scores. PMID:20628547

  10. Student Gender and Teacher Gender: What Is the Impact on High Stakes Test Scores?

    ERIC Educational Resources Information Center

    Krieg, John M.

    2005-01-01

    A large literature establishes that boys and girls are treated differently in the classroom. Research suggests that this treatment depends upon the gender of the teacher. Using a large data set that observes a matched teacher/student sample over multiple years, this paper explores the impact of teacher and student gender differences on…

  11. What's in a Topic? Exploring the Interaction between Test-Taker Age and Item Content in High-Stakes Testing

    ERIC Educational Resources Information Center

    Banerjee, Jayanti; Papageorgiou, Spiros

    2016-01-01

    The research reported in this article investigates differential item functioning (DIF) in a listening comprehension test. The study explores the relationship between test-taker age and the items' language domains across multiple test forms. The data comprise test-taker responses (N = 2,861) to a total of 133 unique items, 46 items of which were…

  12. Validity Considerations Ensuing from Examinees' Perceptions about High-Stakes National Examinations in Cyprus

    ERIC Educational Resources Information Center

    Michaelides, Michalis P.

    2014-01-01

    Student examinees are key stakeholders in large-scale, high-stakes, public examination systems. How they perceive the purpose, comprehend the technical characteristics of testing and how they interpret scores influence their response to the system demands and their preparation for the examinations; this information relates to intended and…

  13. Taking and Teaching the Test Are Not the Same: A Case Study of First-Year Teachers' Experiences in High-Stakes Contexts

    ERIC Educational Resources Information Center

    Brown, Christopher P.

    2015-01-01

    Background: Policymakers' use of high-stakes exams to improve students' academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts…

  14. Principles and Practices of Test Score Equating. Research Report. ETS RR-10-29

    ERIC Educational Resources Information Center

    Dorans, Neil J.; Moses, Tim P.; Eignor, Daniel R.

    2010-01-01

    Score equating is essential for any testing program that continually produces new editions of a test and for which the expectation is that scores from these editions have the same meaning over time. Particularly in testing programs that help make high-stakes decisions, it is extremely important that test equating be done carefully and accurately.…

  15. The Lower-Order Expectations of High-Stakes Tests: A Four-State Analysis of Social Studies Standards and Test Alignment

    ERIC Educational Resources Information Center

    DeWitt, Scott W.; Patterson, Nancy; Blankenship, Whitney; Blevins, Brooke; DiCamillo, Lorrei; Gerwin, David; Gradwell, Jill M.; Gunn, John; Maddox, Lamont; Salinas, Cinthia; Saye, John; Stoddard, Jeremy; Sullivan, Caroline C.

    2013-01-01

    This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the…

  16. High-Stakes Administrative Hiring

    ERIC Educational Resources Information Center

    Clement, Mary C.

    2009-01-01

    The risks are high when it comes to hiring a new principal. A principal is accountable for the safety, well-being and achievement of all the children in a school, as well as for representing the school to the community. With increasing demands on building administrators, the hiring of principals certainly may be considered high stakes. For several…

  17. Racial Profiling and Punishment in U.S. Public Schools: How Zero Tolerance Policies and High Stakes Testing Subvert Academic Excellence and Racial Equity. Research Report [and] Executive Summary.

    ERIC Educational Resources Information Center

    Johnson, Tammy; Boyden, Jennifer Emiko; Pittz, William J.

    This report analyzes current public education policies, procedures, and practices that compound racial inequities by profiling students of color. Such practices divert resources away from proven solutions that advance academic excellence. Bias in high-stakes testing serves to increase student achievement gaps. Zero-tolerance and maximum-security…

  18. The Validity and Incremental Validity of Knowledge Tests, Low-Fidelity Simulations, and High-Fidelity Simulations for Predicting Job Performance in Advanced-Level High-Stakes Selection

    ERIC Educational Resources Information Center

    Lievens, Filip; Patterson, Fiona

    2011-01-01

    In high-stakes selection among candidates with considerable domain-specific knowledge and experience, investigations of whether high-fidelity simulations (assessment centers; ACs) have incremental validity over low-fidelity simulations (situational judgment tests; SJTs) are lacking. Therefore, this article integrates research on the validity of…

  19. Teachers' Perceptions of the Impact of High Stakes Testing on Instructional Content, Instructional Strategies, Motivation and Morale, and Pressure to Improve Student Performance in Relation to Their Views on Accountability and Its Effect on Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Carr, Chauncey

    2012-01-01

    The purpose of the study was to examine teachers' perceptions of the impact of high stakes testing on instructional content, instructional strategies, motivation and morale, and pressure to improve student performance in relation to their views on accountability. It also sought to identify teachers' perceptions of the effect of high…

  20. Mathematics Performance of Students with and without Disabilities under Accommodated Conditions Using Resource Guides and Calculators on High Stakes Tests

    ERIC Educational Resources Information Center

    Engelhard, George, Jr.; Fincher, Melissa; Domaleski, Christopher S.

    2011-01-01

    This study examines the effects of two test administration accommodations on the mathematics performance of students within the context of a large-scale statewide assessment. The two test administration accommodations were resource guides and calculators. A stratified random sample of schools was selected to represent the demographic…

  1. An Investigation of the Relationship between Retention in First Grade and Performance on High Stakes Tests in Third Grade

    ERIC Educational Resources Information Center

    Hughes, Jan N.; Chen, Qi; Thoemmes, Felix; Kwok, Oi-man

    2010-01-01

    The association between grade retention in first grade and passing the third grade state accountability tests, the Texas Assessment of Knowledge and Skills (TAKS) reading and math, was investigated in a sample of 769 students who were recruited into the study when they were in first grade. Of these 769 students, 165 were retained in first grade…

  2. The Growth of High-Stakes Testing in the USA: Accountability, Markets and the Decline in Educational Equality

    ERIC Educational Resources Information Center

    Hursh, David

    2005-01-01

    Over the last decade education in the United States has undergone perhaps its most significant transformation. Where in the past public schools have been primarily under the control of the local community, control has shifted to the state and federal levels. Furthermore, state and federal governments have introduced standardized testing and…

  3. L2 Learners' Engagement with High Stakes Listening Tests: Does Technology Have a Beneficial Role to Play?

    ERIC Educational Resources Information Center

    East, Martin; King, Chris

    2012-01-01

    In the listening component of the IELTS examination candidates hear the input once, delivered at "normal" speed. This format for listening can be problematic for test takers who often perceive normal speed input to be too fast for effective comprehension. The study reported here investigated whether using computer software to slow down the tempo…

  4. To Follow, Reject, or Flip the Script: Managing Instructional Tension in an Era of High-Stakes Accountability

    ERIC Educational Resources Information Center

    Stillman, Jamy; Anderson, Lauren

    2011-01-01

    Considerable research indicates that high-stakes accountability policies have the capacity to influence language arts instruction, particularly in urban, high-needs schools where pressure to increase test scores tends to be most acute. This article utilizes Cultural Historical Activity Theory to critically examine the constraints and affordances…

  5. Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?

    ERIC Educational Resources Information Center

    Yerdelen-Damar, Sevda; Elby, Andrew

    2016-01-01

    This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to…

  6. The Impact of Communication and Collaboration between Test Developers and Teachers on a High-Stakes ESL Exam: Aligning External Assessment and Classroom Practices

    ERIC Educational Resources Information Center

    Tan, May; Turner, Carolyn E.

    2015-01-01

    In Quebec the high-stakes Secondary Five ESL exit writing exam developed by the Education Ministry (MELS) is administered and corrected by classroom teachers. In this distinctive situation, the MELS works toward aligning classroom-based assessment (CBA) and the writing exam by making ongoing teacher involvement part of its development and…

  7. The Perceived Value of Maths and Academic Self-Efficacy in the Appraisal of Fear Appeals Used Prior to a High-Stakes Test as Threatening or Challenging

    ERIC Educational Resources Information Center

    Putwain, David William; Symes, Wendy

    2014-01-01

    Previous work has examined how messages communicated to students prior to high-stakes exams, that emphasise the importance of avoiding failure for subsequent life trajectory, may be appraised as threatening. In two studies, we extended this work to examine how students may also appraise such messages as challenging or disregard them as being of…

  8. Pragmatism or Gaming the System? One School District's Solution to Low Test Scores

    ERIC Educational Resources Information Center

    McKenzie, Kathryn Bell

    2009-01-01

    In this era of accountability and high stakes testing, district and school administrators are vigilant in their attention to student test scores and the ramifications these have for district and school performance labels. In other words, no school or district wants to be labeled "low performing." This case, based on a real situation, demonstrates…

  9. Digitizing Practical Production Work for High-Stakes Assessments

    ERIC Educational Resources Information Center

    Newhouse, C. Paul; Tarricone, Pina

    2014-01-01

    High-stakes external assessment for practical courses is fraught with problems impacting on the manageability, validity and reliability of scoring. Alternative approaches to assessment using digital technologies have the potential to address these problems. This paper describes a study that investigated the use of these technologies to create and…

  10. Upgrading High-Stakes Assessment

    ERIC Educational Resources Information Center

    Oosterhof, Albert

    2011-01-01

    Because of the large number of students involved, statewide assessments used throughout the United States are designed to be highly efficient with respect to administration and scoring. This constrains the formats that can be used and consequently limits testing to a subset of competencies typically associated with the education standards being…

  11. Validate High Stakes Inferences by Designing Good Experiments, Not Audit Items: A Comment on "Self-Monitoring Assessments Educational Accountability Systems"

    ERIC Educational Resources Information Center

    Briggs, Derek C.

    2010-01-01

    The use of large-scale assessments for making high stakes inferences about students and the schools in which they are situated is premised on the assumption that tests are sensitive to good instruction. An increase in the quality of classroom instruction should cause, on the average, an increase in test scores. In work with a number of colleagues…

  12. How Standardized Tests Shape--and Limit--Student Learning. A Policy Research Brief

    ERIC Educational Resources Information Center

    National Council of Teachers of English, 2014

    2014-01-01

    The term "standardized" tests is often heard along with "high-stakes." Standardized tests are administered, scored, and interpreted in a consistent way, so that the performances of large groups of students can be compared. They are not in themselves high-stakes, but they are often used for high-stakes purposes such as…

  13. High-Rank Stakeholders' Perspectives on High-Stakes University Entrance Examinations Reform: Priorities and Problems

    ERIC Educational Resources Information Center

    Kiany, Gholam Reza; Shayestefar, Parvaneh; Samar, Reza Ghafar; Akbari, Ramin

    2013-01-01

    A steady stream of studies on high-stakes tests such as University Entrance Examinations (UEEs) suggests that high-stakes tests reforms serve as the leverage for promoting quality of learning, standards of teaching, and credible forms of accountability. However, such remediation is often not as effective as hoped and success is not necessarily…

  14. Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics?

    NASA Astrophysics Data System (ADS)

    Yerdelen-Damar, Sevda; Elby, Andrew

    2016-06-01

    This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to learning physics, largely driven by college entrance exam preparation and therefore focused on algorithmic problem solving at the expense of exploring concepts and real-life examples more deeply. By contrast, in recommending study strategies to "Arzu," a hypothetical student who doesn't need to take a college entrance exam and just wants to understand physics deeply, the students focused more on linking concepts and real-life examples and on making sense of the formulas and concepts—deep approaches to learning that reflect somewhat sophisticated epistemologies. These results illustrate how students can epistemically compartmentalize, consciously taking different epistemic stances—different views of what counts as knowing and learning—in different contexts even within the same discipline.

  15. Student Reactions to Being Wrongly Informed of Failing a High-Stakes Test: The Case of the Minnesota Basic Standards Test

    ERIC Educational Resources Information Center

    Cornell, Dewey G.; Krosnick, Jon A.; Chang, LinChiat

    2006-01-01

    How do students react to being told that they have failed a test required for high school graduation? In 2000, 7,989 students were wrongly informed that they had failed the Minnesota Basic Standards Test in mathematics. The authors conducted a survey of 911 of these students to assess the psychosocial impact of this event. More than 80% of…

  16. Using Rasch Measurement to Score, Evaluate, and Improve Examinations in an Anatomy Course

    ERIC Educational Resources Information Center

    Royal, Kenneth D.; Gilliland, Kurt O.; Kernick, Edward T.

    2014-01-01

    Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high-stakes testing arena rely on classical test theory…

  17. The Performance Levels and Associated Cut Scores on the Pennsylvania System of School Assessment Mathematics and Reading Tests: A Critical Analysis.

    ERIC Educational Resources Information Center

    Zwerling, Harris L.

    In the context of controversy over the use of high stakes testing, the Pennsylvania State Education Association (PSEA) asked for an evaluation of the performance levels and cut score of the Pennsylvania System of School Assessment (PSSA) mathematics and reading tests. While awaiting technical documentation from the Pennsylvania Department of…

  18. Grading the North Carolina Student Accountability Standards. Student Accountability Standards and High-Stakes Testing in North Carolina: A Position Statement and Supporting Paper.

    ERIC Educational Resources Information Center

    Armistead, Leigh; Armistead, Rhonda; Breckheimer, Steve

    School psychologists are in a unique position to add to the discussion about accountability efforts and the effect on students, teachers, and education. At the end of North Carolina's 2000-2001 school year, End-of-Grade (EOG) scores will be used to hold individual students accountable for their own achievement. Fifth graders will be required to…

  19. Scoring with the Computer: Alternative Procedures for Improving the Reliability of Holistic Essay Scoring

    ERIC Educational Resources Information Center

    Attali, Yigal; Lewis, Will; Steier, Michael

    2013-01-01

    Automated essay scoring can produce reliable scores that are highly correlated with human scores, but is limited in its evaluation of content and other higher-order aspects of writing. The increased use of automated essay scoring in high-stakes testing underscores the need for human scoring that is focused on higher-order aspects of writing. This…

  20. High-Stakes, Minimum-Competency Exams: How Competent Are They for Evaluating Teacher Competence?

    ERIC Educational Resources Information Center

    Goodman, Gay; Arbona, Consuelo; Dominguez de Rameriz, Romilia

    2008-01-01

    Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required…

  1. Norm-Referenced Cognitive and Achievement Scores as Predictors of State-Wide High-Stakes Test Scores with Students Referred for Special Education

    ERIC Educational Resources Information Center

    Trinkle, James M., II

    2013-01-01

    Relatively recent federal education initiatives, such as No Child Left Behind (NCLB; 2001), have focused on school accountability for student achievement including achievement of traditionally at-risk populations, such as students in special education, students from low-income or high poverty areas, and students who speak English as a new second…

  2. University Students' Attainment and Perceptions of Computer Delivered Assessment; A Comparison between Computer-Based and Traditional Tests in a "High-Stakes" Examination

    ERIC Educational Resources Information Center

    Escudier, M. P.; Newton, T. J.; Cox, M. J.; Reynolds, P. A.; Odell, E. W.

    2011-01-01

    This study compared higher education dental undergraduate student performance in online assessments with performance in traditional paper-based tests and investigated students' perceptions of the fairness and acceptability of online tests, and showed performance to be comparable. The project design involved two parallel cross-over trials, one in…

  3. High-Stakes Testing and the Decline of Teaching and Learning: The Real Crisis in Education. Critical Education Policy and Politics #1

    ERIC Educational Resources Information Center

    Hursh, David

    2008-01-01

    This book examines the changes in educational policy in the U.S. and Britain over the last twenty-five years. The author contends that education in the States and Britain has been significantly transformed, through efforts to create curricular standards, increased emphasis on accountability measured by standardized tests, and efforts to introduce…

  4. Wise Social Studies in an Age of High-Stakes Testing: Essays on Classroom Practices and Possibilities. Research in Curriculum and Instruction.

    ERIC Educational Resources Information Center

    Yeager, Elizabeth Anne, Ed.; Davis, O. L., Ed.

    2005-01-01

    The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. The editors chose the word wise for the title of this book, and they use it frequently to describe the pedagogical practices they have…

  5. The Differences among Three-, Four-, and Five-Option-Item Formats in the Context of a High-Stakes English-Language Listening Test

    ERIC Educational Resources Information Center

    Lee, HyeSun; Winke, Paula

    2013-01-01

    We adapted three practice College Scholastic Ability Tests (CSAT) of English listening, each with five-option items, to create four- and three-option versions by asking 73 Korean speakers or learners of English to eliminate the least plausible options in two rounds. Two hundred and sixty-four Korean high school English-language learners formed…

  6. Perceived Effects of State-Mandated Testing Programs on Teaching and Learning: Findings from Interviews with Educators in Low-, Medium-, and High-Stakes States.

    ERIC Educational Resources Information Center

    Clarke, Marguerite; Shore, Arnold; Rhoades, Kathleen; Abrams, Lisa; Miao, Jing; Li, Jie

    The goal of this study was to identify the effects of state-level standards-based reform on teaching and learning, paying particular attention to the state test and associated stakes. On-site interviews were conducted with 360 educators (elementary, middle, and high school teachers) in 3 states (120 in each state) attaching different stakes to the…

  7. Descriptive Study of High-Stakes Science Assessments: Prevalence, Content, and the Possible Effect of Incorporating Innovative Item Types

    NASA Astrophysics Data System (ADS)

    Keller, Shani Malaika

    Framed by a discussion of the heightened importance of science education in the U.S., this paper describes the prevalence, content, and format of high-stakes science assessments in the U.S. and explores the possibility that differences in assessment format may affect score gaps among student subgroups. An analysis of proficiency rates for 2010-11 high school exit exams in science was inconclusive; however, score gaps among ethnic subgroups on the 2009 grade 12 NAEP science assessment were larger for multiple choice items than for performance-based components. Further, a comparison of subgroup score gaps on the 2009 NAEP science assessment and those on the ACT science subtest suggest that the assessment with more diverse and innovative items resulted in a smaller gap in subgroup test scores. These findings point to the need for greater investigation of the extent to which item type affects subgroup score differences on science assessments.

  8. The Machine Scoring of Writing

    ERIC Educational Resources Information Center

    McCurry, Doug

    2010-01-01

    This article provides an introduction to the kind of computer software that is used to score student writing in some high stakes testing programs, and that is being promoted as a teaching and learning tool to schools. It sketches the state of play with machines for the scoring of writing, and describes how these machines work and what they do.…

  9. What Do Test Scores in Texas Tell Us? Issue Paper.

    ERIC Educational Resources Information Center

    Klein, Stephen P.; Hamilton, Laura S.; McCaffrey, Daniel F.; Stecher, Brian M.

    Texas students have made extraordinarily large gains on statewide achievement tests, the Texas Assessment of Academic Skills (TAAS), gains so dramatic that they have been dubbed the "Texas miracle." There is general agreement that these gains are attributable to the high stakes accountability system in Texas, but there is some question about what…

  10. High-Stakes Assessment in England and Singapore.

    ERIC Educational Resources Information Center

    Gregory, Kelvin; Clarke, Marguerite

    2003-01-01

    Presents an overview of the English and Singaporean education systems, focusing on the high stakes assessment systems operating at the elementary level in both countries. The effects of these high stakes assessments on teachers and students are described, noting potential lessons for U.S. educators related to establishing credibility, engaging the…

  11. Academically Buoyant Students Are Less Anxious about and Perform Better in High-Stakes Examinations

    ERIC Educational Resources Information Center

    Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen

    2015-01-01

    Background: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. Aims: To test a model specifying reciprocal…

  12. Selfish Play Increases during High-Stakes NBA Games and Is Rewarded with More Lucrative Contracts

    PubMed Central

    Uhlmann, Eric Luis; Barnes, Christopher M.

    2014-01-01

    High-stakes team competitions can present a social dilemma in which participants must choose between concentrating on their personal performance and assisting teammates as a means of achieving group objectives. We find that despite the seemingly strong group incentive to win the NBA title, cooperative play actually diminishes during playoff games, negatively affecting team performance. Thus team cooperation decreases in the very high stakes contexts in which it is most important to perform well together. Highlighting the mixed incentives that underlie selfish play, personal scoring is rewarded with more lucrative future contracts, whereas assisting teammates to score is associated with reduced pay due to lost opportunities for personal scoring. A combination of misaligned incentives and psychological biases in performance evaluation bring out the “I” in “team” when cooperation is most critical. PMID:24763384

  13. Selfish play increases during high-stakes NBA games and is rewarded with more lucrative contracts.

    PubMed

    Uhlmann, Eric Luis; Barnes, Christopher M

    2014-01-01

    High-stakes team competitions can present a social dilemma in which participants must choose between concentrating on their personal performance and assisting teammates as a means of achieving group objectives. We find that despite the seemingly strong group incentive to win the NBA title, cooperative play actually diminishes during playoff games, negatively affecting team performance. Thus team cooperation decreases in the very high stakes contexts in which it is most important to perform well together. Highlighting the mixed incentives that underlie selfish play, personal scoring is rewarded with more lucrative future contracts, whereas assisting teammates to score is associated with reduced pay due to lost opportunities for personal scoring. A combination of misaligned incentives and psychological biases in performance evaluation bring out the "I" in "team" when cooperation is most critical. PMID:24763384

  14. General Music as a Cure for the High-Stakes Concert

    ERIC Educational Resources Information Center

    Thibeault, Matthew D.

    2010-01-01

    The author argues that concerts create pressures on the music curriculum similar to those high-stakes tests generate on the general curriculum. Three similarities are presented and discussed using the example of a concert the author organized: first, teaching to the test and the narrowing of curricular goals; second, evaluation by a single source…

  15. Contexts Matter: Two Teachers' Language Arts Instruction in This High-Stakes Era

    ERIC Educational Resources Information Center

    Dooley, Caitlin McMunn; Assaf, Lori Czop

    2009-01-01

    This retrospective cross-case analysis compares two fourth-grade language arts teachers' beliefs and practices as they respond to an influx of high-stakes tests, including district-mandated benchmark testing systems. One teacher works in a suburban school, the other in an urban school. Results from the study show that the teachers' beliefs about…

  16. Whose IQ is it?--Assessor bias variance in high-stakes psychological assessment.

    PubMed

    McDermott, Paul A; Watkins, Marley W; Rhoad, Anna M

    2014-03-01

    Assessor bias variance exists for a psychological measure when some appreciable portion of the score variation that is assumed to reflect examinees' individual differences (i.e., the relevant phenomena in most psychological assessments) instead reflects differences among the examiners who perform the assessment. Ordinary test reliability estimates and standard errors of measurement do not inherently encompass assessor bias variance. This article reports on the application of multilevel linear modeling to examine the presence and extent of assessor bias in the administration of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) for a sample of 2,783 children evaluated by 448 regional school psychologists for high-stakes special education classification purposes. It was found that nearly all WISC-IV scores conveyed significant and nontrivial amounts of variation that had nothing to do with children's actual individual differences and that the Full Scale IQ and Verbal Comprehension Index scores evidenced quite substantial assessor bias. Implications are explored. PMID:24188149

  17. The Complex and Unequal Impact of High Stakes Accountability on Untested Social Studies

    ERIC Educational Resources Information Center

    Pace, Judith L.

    2011-01-01

    This article contributes to research on the impact of high stakes accountability on social studies teaching where it is "not" tested by the state, and addresses the question of what is happening in middle and higher performing versus struggling schools (Wills, 2007). The author presents complex findings from a qualitative study in five California…

  18. High-Stakes Hustle: Public Schools and the New Billion Dollar Accountability

    ERIC Educational Resources Information Center

    Baines, Lawrence A.; Stanley, Gregory Kent

    2004-01-01

    High-stakes testing costs up to $50 billion per annum, has no impact on student achievement, and has changed the focus of American public schools. This article analyzes the benefits and costs of the accountability movement, as well as discusses its roots in the eugenics movements of the early 20th century.

  19. Systematic Decision Making and Growth in Reading in High-Stakes Accountability Systems

    ERIC Educational Resources Information Center

    Margo, Desiree Marie

    2013-01-01

    The intense focus on standards and accountability is rapidly altering the education environment. Often the gauge for measuring school effectiveness is performance on high-stake state tests. In this retrospective cohort comparison study, I observe the relation between the use of curriculum-based measures (CBMs) for reading and change on a state…

  20. I Say "Refining," You Say "Retreating": The Politics of High-Stakes Accountability.

    ERIC Educational Resources Information Center

    Hess, Frederick M.

    This paper examines ways in which context influences the implementation of high-stakes accountability systems. The trajectory of implementation efforts has followed a familiar course, with the emergence of scattered opposition prompting officials to "refine" testing systems in predictable ways. These efforts placate critics while softening the…

  1. Arts Education in a High-Stakes Environment. The Informed Educator Series

    ERIC Educational Resources Information Center

    Tucker, Carrie

    2007-01-01

    What is the place of the arts in our schools? In a world of high-stakes testing and accountability, can schools "afford" to teach the arts? This "Informed Educator" explores why many who have studied this issue consider the arts to have an important role in the curriculum. Examples of the ways some leaders effectively communicate the benefits of…

  2. Overtested: How High-Stakes Accountability Fails English Language Learners. Language & Literacy Series

    ERIC Educational Resources Information Center

    Pandya, Jessica Zacher

    2011-01-01

    This timely book explores what is often overlooked in policy debates about the education of English language learners: how the day-to-day dynamics of the classroom are affected by high-stakes testing and the pressures students and teachers experience and internalize as a result. The author presents and analyzes classroom observations, student…

  3. The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices

    NASA Astrophysics Data System (ADS)

    Vogler, Kenneth E.

    The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

  4. Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom.

    PubMed

    Bellinger, David B; DeCaro, Marci S; Ralston, Patricia A S

    2015-12-01

    Mindfulness enhances emotion regulation and cognitive performance. A mindful approach may be especially beneficial in high-stakes academic testing environments, in which anxious thoughts disrupt cognitive control. The current studies examined whether mindfulness improves the emotional response to anxiety-producing testing situations, freeing working memory resources, and improving performance. In Study 1, we examined performance in a high-pressure laboratory setting. Mindfulness indirectly benefited math performance by reducing the experience of state anxiety. This benefit occurred selectively for problems that required greater working memory resources. Study 2 extended these findings to a calculus course taken by undergraduate engineering majors. Mindfulness indirectly benefited students' performance on high-stakes quizzes and exams by reducing their cognitive test anxiety. Mindfulness did not impact performance on lower-stakes homework assignments. These findings reveal an important mechanism by which mindfulness benefits academic performance, and suggest that mindfulness may help attenuate the negative effects of test anxiety. PMID:26372885

  5. More than Just Test Scores

    ERIC Educational Resources Information Center

    Levin, Henry M.

    2012-01-01

    Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually…

  6. Rethinking Validation in Complex High-Stakes Assessment Contexts

    ERIC Educational Resources Information Center

    Koch, Martha J.; DeLuca, Christopher

    2012-01-01

    In this article we rethink validation within the complex contexts of high-stakes assessment. We begin by considering the utility of existing models for validation and argue that these models tend to overlook some of the complexities inherent to assessment use, including the multiple interpretations of assessment purposes and the potential…

  7. Smoothing Methods for Estimating Test Score Distributions.

    ERIC Educational Resources Information Center

    Kolen, Michael J.

    1991-01-01

    Estimation/smoothing methods that are flexible enough to fit a wide variety of test score distributions are reviewed: kernel method, strong true-score model-based method, and method that uses polynomial log-linear models. Applications of these methods include describing/comparing test score distributions, estimating norms, and estimating…

  8. Using Automatic Item Generation to Meet the Increasing Item Demands of High-Stakes Educational and Occupational Assessment

    ERIC Educational Resources Information Center

    Arendasy, Martin E.; Sommer, Markus

    2012-01-01

    The use of new test administration technologies such as computerized adaptive testing in high-stakes educational and occupational assessments demands large item pools. Classic item construction processes and previous approaches to automatic item generation faced the problems of a considerable loss of items after the item calibration phase. In this…

  9. Using Educational Test Scores To Evaluate Children.

    ERIC Educational Resources Information Center

    Pandiani, John A.; Simon, Monica M.; Banks, Steven M.

    This paper reports on an ongoing effort of the Vermont Mental Health Performance Indicator Project (PIP) to examine the relevance and utility of standardized test scores for evaluating community mental health programs. This analysis is of test scores from Vermont's first four years of statewide testing. The study is examining anonymous…

  10. Using Test Score Data to Focus Instruction

    ERIC Educational Resources Information Center

    Trimble, Susan; Gay, Anne; Matthews, Jan

    2005-01-01

    Advances in technology available to access test data coupled with the challenges of No Child Left Behind (NCLB) are pushing schools to grapple with the complexities of test score data. With the current frenzy to raise test scores, there is little attention being paid to teacher development in learning to use data to improve learning. For the past…

  11. What Happens when High-Stakes Testing Stops? Teachers' Perceptions of the Impact of Compulsory National Testing in Science of 11-Year-Olds in England and Its Abolition in Wales

    ERIC Educational Resources Information Center

    Collins, Sue; Reiss, Michael; Stobart, Gordon

    2010-01-01

    The research aims to articulate the experiences and opinions of Year 6 (Y6) teachers, primary headteachers and primary science coordinators as a contribution to the debate about the effect of statutory national testing in England and its abolition in Wales. A multi-faceted approach of quantitative and qualitative data collection and analysis was…

  12. Interpreting Standardized Test Scores: Some Fine Points.

    ERIC Educational Resources Information Center

    Hunter, William J.

    1980-01-01

    An essential function of the school guidance worker is the translation of test results into plain language and/or concrete recommendations. To do so requires a thorough understanding of the various test scores publishers provide. (Author)

  13. A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom

    ERIC Educational Resources Information Center

    van Hover, Stephanie; Hicks, David; Sayeski, Kristin

    2012-01-01

    In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive…

  14. Washback Effects from a High-Stakes Examination on Out-of-Class English Learning: Insights from Possible Self Theories

    ERIC Educational Resources Information Center

    Zhan, Ying; Andrews, Stephen

    2014-01-01

    There is still limited understanding of the impact of high-stakes examinations on students' out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced…

  15. Paying for Better Test Scores

    ERIC Educational Resources Information Center

    Eisenkopf, Gerald

    2011-01-01

    The paper investigates if the provision of financial incentives has an impact on the performance of students in educational tests. The analysis is based on data from an experiment with high school students who answered multiple-choice items from the Third International Mathematics and Science Study (TIMSS). As in TIMSS, the setup did not…

  16. Comparison of Physical Therapy Anatomy Performance and Anxiety Scores in Timed and Untimed Practical Tests

    ERIC Educational Resources Information Center

    Schwartz, Sarah M.; Evans, Cathy; Agur, Anne M.R.

    2015-01-01

    Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating…

  17. Equating Scores from Adaptive to Linear Tests

    ERIC Educational Resources Information Center

    van der Linden, Wim J.

    2006-01-01

    Two local methods for observed-score equating are applied to the problem of equating an adaptive test to a linear test. In an empirical study, the methods were evaluated against a method based on the test characteristic function (TCF) of the linear test and traditional equipercentile equating applied to the ability estimates on the adaptive test…

  18. Politics in evaluation: Politically responsive evaluation in high stakes environments.

    PubMed

    Azzam, Tarek; Levine, Bret

    2015-12-01

    The role of politics has often been discussed in evaluation theory and practice. The political influence of the situation can have major effects on the evaluation design, approach and methods. Politics also has the potential to influence the decisions made from the evaluation findings. The current study focuses on the influence of the political context on stakeholder decision making. Utilizing a simulation scenario, this study compares stakeholder decision making in high and low stakes evaluation contexts. Findings suggest that high stakes political environments are more likely than low stakes environments to lead to reduced reliance on technically appropriate measures and increased dependence on measures better reflect the broader political environment. PMID:26283476

  19. Do Examinees Understand Score Reports for Alternate Methods of Scoring Computer Based Tests?

    ERIC Educational Resources Information Center

    Whittaker, Tiffany A.; Williams, Natasha J.; Dodd, Barbara G.

    2011-01-01

    This study assessed the interpretability of scaled scores based on either number correct (NC) scoring for a paper-and-pencil test or one of two methods of scoring computer-based tests: an item pattern (IP) scoring method and a method based on equated NC scoring. The equated NC scoring method for computer-based tests was proposed as an alternative…

  20. Perils of Standardized Achievement Testing

    ERIC Educational Resources Information Center

    Haladyna, Thomas M.

    2006-01-01

    This article argues that the validity of standardized achievement test-score interpretation and use is problematic; consequently, confidence and trust in such test scores may often be unwarranted. The problem is particularly severe in high-stakes situations. This essay provides a context for understanding standardized achievement testing, then…

  1. Separate & Unequal: Use Test Scores To Improve Education--Not To Segregate Poor Learners.

    ERIC Educational Resources Information Center

    Burley, Hansel

    2001-01-01

    Disappointing high-stakes test results matter far less than the type of future citizens that schools produce. Citizenship values (teamwork, leadership, and neighborliness) are not assessed well by multiple-choice exams. Poor performers should not be segregated, data should be reinterpreted, and remediation should stress tutoring interventions, not…

  2. Teacher Greetings Increase College Students' Test Scores

    ERIC Educational Resources Information Center

    Weinstein, Lawrence; Laverghetta, Antonio; Alexander, Ralph; Stewart, Megan

    2009-01-01

    The current study is an extension of a previous investigation dealing with teacher greetings to students. The present investigation used teacher greetings with college students and academic performance (test scores). We report data using university students and in-class test performance. Students in introductory psychology who received teachers'…

  3. What Do Test Score Really Mean? A Latent Class Analysis of Danish Test Score Performance

    ERIC Educational Resources Information Center

    McIntosh, James; Munk, Martin D.

    2014-01-01

    Latent class Poisson count models are used to analyse a sample of Danish test score results from a cohort of individuals born in 1954-1955, tested in 1968, and followed until 2011. The procedure takes account of unobservable effects as well as excessive zeros in the data. We show that the test scores measure manifest or measured ability as it has…

  4. Testing Our Limits

    ERIC Educational Resources Information Center

    Tempel, Melissa Bollow

    2012-01-01

    Computerized testing, including the widely used MAP test, has infiltrated the public schools in Milwaukee and across the nation, bringing with it a frightening future for public education. High-stakes standardized tests can be scored almost immediately via the internet, and testing companies can now easily link districts to their online data…

  5. New Tests Put States on Spot

    ERIC Educational Resources Information Center

    Ujifusa, Andrew

    2012-01-01

    As states begin to demand more rigor on their high-stakes tests--and the tests evolve to incorporate revised academic standards--many officials are gambling that an initial wave of lower scores will give way to greater student achievement in the future. Changes to statewide tests and subsequent plummeting scores sparked controversy and emergency…

  6. Using VAM in High-Stakes Employment Decisions

    ERIC Educational Resources Information Center

    Paige, Mark

    2012-01-01

    Value-added models (VAMs) are becoming an important tool in improving teacher evaluation. VAMs' premise is that they can statistically isolate a teacher's effect on a student's test score. In other words, we can attribute a student's growth to a particular teacher, and VAMs' proponents contend that they should be used to make a host of personnel…

  7. High Noon for High Stakes: Alfie Kohn at Middlebury College.

    ERIC Educational Resources Information Center

    Barna, Ed

    2002-01-01

    The tougher standards movement has five fatal flaws. An emphasis on scores limits student willingness to experiment and be challenged. The "basic skills" approach to teaching--pouring knowledge down student throats--has never worked well. Standardized testing necessarily creates winners and losers. Accountability is coercive and unnecessarily…

  8. Misidentifying Factors Underlying Singapore's High Test Scores

    ERIC Educational Resources Information Center

    Usiskin, Zalman

    2012-01-01

    Singapore students have scored exceedingly well on international tests in mathematics. In response, there has been a desire in the United States--both at the policy level and at the school level--to emulate Singapore. Because what can be identified most easily about Singapore's school mathematics can be gleaned from curriculum documents from the…

  9. Test Scores, Creativity, and Global Competitiveness.

    ERIC Educational Resources Information Center

    Bracey, Gerald W.

    2002-01-01

    Examines correlation between national test scores in mathematics from the Third International Mathematics and Science Study (TIMSS) and the Current Competitiveness Index (CCI). Finds, for example, that while the United States ranks 29th in TIMSS mathematics, it ranks second in competitiveness on the CCI. Korea ranks 3rd in mathematics, but 27th in…

  10. Critical Thinking: More than Test Scores

    ERIC Educational Resources Information Center

    Smith, Vernon G.; Szymanski, Antonia

    2013-01-01

    This article is for practicing or aspiring school administrators. The demand for excellence in public education has lead to an emphasis on standardized test scores. This article explores the development of a professional enhancement program designed to prepare teachers to teach higher order thinking skills. Higher order thinking is the primary…