2 Comments

  1. acortez21

    I think that one of the reasons I chose a job in Catholic school education was because I did not believe in high stakes testing. My oldest daughter has a learning style difference and had she been enrolled in public school she probably would not have moved on to the next grade level. I do not believe that high stakes testing gives a clear picture of the intelligence of a student. I feel that it is a tool that can be used for schools to access student learning, but it is not indicative of his/her intelligence. When major decisions are made about a student, based on these tests it can greatly affect a students graduation and or grade promotion. In Catholic school we have standardized tests that are used to access student performance. Teachers use the results of these tests to improve in areas of content. For example, if my 7th grade students score low in maps and graphs then I will incorporate lessons that would improve student performance in this area.

  2. cclewett

    I can see your concerns with minority students underperforming on high-stakes tests that could potentially limit their future education and success. When you mentioned students scoring well in their classes at school yet failing the standardized tests in the same subjects, it made me wonder why some of the assessments in their classes don’t mirror the otherwise unfamiliar format. That doesn’t mean we only teach to the test, but we should definitely be exposing our students to the same format and level of rigor they will encounter on any EOC exam. The study you referenced that reported countries that use high-stakes testing out-perform countries without high-stakes testing (when it comes to international comparison tests) makes sense to me because those students are more familiar with test-taking formats/strategies that would likely increase scores. I agree that the level of importance placed on a single test is not an equitable way to help encourage our students toward future success. Decisions about student retention/graduation should not be based entirely on one snapshot in time. I personally think that a type of rubric that incorporates high-stakes test scores, report card grades, and students progress over time should be taken into account when making important decisions for students. Unfortunately, high-stakes tests are more far-reaching than public schooling of children. These types of tests are used as college entrance criteria as well as certification in many career fields. Ultimately we want our students/employees to be well-rounded thinkers and doers.

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