High Stakes Testing Research Paper

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Scoring reliability was found to be high in science performance assessments (Baxter et al.

1992) but unreliable in portfolio assessments (Koretz et al. Portfolio assessments were found to reduce racial/ethnic gaps in performance but exacerbate gender differences (Supovitz and Brennan 1997).

Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc.

entitled Dropouts in America: How Severe is the Problem? Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17).

In this model, the accountability system is seen to signal important values to stakeholders and, in particular, the public.

This particular theory is manifested in the notion of "public answerability" — that is, the idea that the public has a right to expect its resources to be used responsibly and that public institutions are accountable for caretaking the public trust.

1999), and that teachers began preparing students for the test rather than the larger learning goals in the curriculum (Stecher and Barron 1999).

Research into the potential for alternative assessments to deliver richer, less biased measures was mixed.

Many maintained that multiple-choice testing, with its emphasis on recall of isolated bits of knowledge, represented an outdated behaviorist view of learning.

Moreover, research confirmed many of these critiques.

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    Valencia, R. 2000 Legislated School Reform Via High-Stakes Testing The Case of Pending Anti-Social Promotion Legislation in Texas and its Likely Adverse Impact on Racial/ Ethnic Minority Students. Paper presented at the School Completion in Standards-Based Reform Facts and Strategies Workshop, National Research Council, Washington, DC July 17.…

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    High Stakes Testing 3 In my opinion, the first of the three most important issues in high stakes testing is the type of test used. Large-scale high-stakes testing programs are primarily focused on serving the goals of norming and selection rather than student mastery of content and problem-solving Pellegrino, Chudowsky, & Glaser, 2001.…

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    High Stakes Testing Stephanie Gelman-O'Connor COM112 February 20, 2013 Catherine Bramkamp Even though high stakes testing creates incentive in students to do well on tests, this kind of aggressive testing puts undue pressure on learning disabled or handicapped students because high stakes testing does not test for potential, only current skills, and it does not alien itself with the “No.…

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