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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Assessment and High Stakes Testing. |
| Quelle | (2001), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Educational Assessment; High School Students; High Schools; High Stakes Tests; Portfolio Assessment; Portfolios (Background Materials); Standardized Tests; State Programs; Testing Programs |
| Abstract | This paper discusses the rationale behind and uses of high stakes testing. Much of the support for high stakes testing comes from a desire to boost student achievement by increasing student and teacher motivation to do well. There are many disadvantages to high stakes testing, including inappropriate use of the test, inadequate test development, and the adverse effects of pressure to perform on students. High stakes tests may not measure what students really need to know or what they are really learning. In many states, schools have not aligned their curricula with the high stakes state-mandated test, and many tests have not been developed to take aspects of the curriculum into account. Students should be evaluated through multiple means, which could include the use of portfolios. Some suggestions are given for portfolio use for learning and assessment. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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