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• W1491923166 abstract "Introduction: Making students accountable for test scores works well on bumper sticker and it allows many politicians to look good by saying that they will not tolerate failure. But it represents hollow promise. Far from improving education, high-stakes testing marks major retreat from fairness, from accuracy, from quality, and from equity. Senator Paul Wellstone Social justice in education is crucially dependent upon the methods of assessment. Once high-stakes testing shifted attention from ranking and sorting students--a function it still serves, unfortunately--to ranking and sorting teachers and schools, the entire educational enterprise was diverted into focus on standardized examinations. Poorly performing schools with large populations of disadvantaged students--children of migrant workers, students from impoverished families, students living in violent neighborhoods, students from other countries, students with disabilities or other disorders--have been punished for their inability to raise test scores on increasingly vapid and meaningless standardized tests. This has only exacerbated existing social injustices and condemned children to prison of inequality from which there is virtually no escape. The effects are widely known. A 2002 study on the effects of high-stakes testing in 18 states, by Arizona State researchers Audrey Amrein and David Berliner, is cited in the FairTest report on the consequences of the Leave No Child Behind Act: The researchers also found that states with high-stakes exams are more likely to exclude students with disabilities or limited English proficiency from participation in NAEP. This largely explained the greater-than-average score gains in the high-stakes states of Texas and North Carolina.... In part because states with high-stakes graduation tests are poorer and have larger proportions of minority-group students, the researchers point out that the damage more often affects these students than their wealthier, majority-group peers. Thus, they conclude, a high stakes testing policy is more than benign error in political judgment. It is an error in policy that results in structural and institutional mechanisms that discriminate against all of America's poor and many of America's minority students. (Nei112004; Amrein and Berliner 2002) Alfie Kohn, well-known critic of standardized testing and author of The Schools Our Children Deserve and Punished by Rewards writes: Standardized tests tend to measure the temporary acquisition of facts and skills, including the skill of test-taking itself, more than genuine understanding. To that extent, the fact that such tests are more likely to be used and emphasized in schools with percentages of minority students (a fact that has been empirically verified) predictably results in poorer-quality teaching in such schools. The use of high-stakes strategy only underscores the preoccupation with these tests and, as result, accelerates reliance on direct-instruction techniques and endless practice tests. Skills-based instruction, the type to which most children of color are subjected, tends to foster low-level uniformity and subvert academic potential, as Dorothy Strickland, an African-American professor at Rutgers University, has remarked. He continues: Again, there's no denying that many schools serving low-income children of color were second-rate to begin with. Now, however, some of these schools, in Chicago, Houston, Baltimore, and elsewhere, are arguably becoming third-rate as testing pressures lead to more systematic use of low-level, drill-and-skill teaching, often in the context of packaged programs purchased by school districts. Thus, when someone emphasizes the importance of higher for minority children, we might reply, Higher expectations to do what? Bubble-in more ovals correctly on bad test--or pursue engaging projects that promote sophisticated thinking? …" @default.
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• W1491923166 date "2011-01-01" @default.
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• W1491923166 title "SOCIAL JUSTICE AND EVIDENCE-BASED ASSESSMENT WITH THE LEARNING RECORD" @default.
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• W1491923166 doi "https://doi.org/10.1163/9789401206815_010" @default.
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