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ABSTRACT. High stakes tests are defined as those tests that "carry serious consequences for students or educators." The consequences from standardized achievement tests range from grade retention for school children to rewards or punitive measures for schools and school districts. The nature of standardized achievement tests used in these situations poses validity problems for the decisions. Numerous unintended negative consequences for students, teachers, curriculum, and schools have been identified. Research has yet to establish clear benefits from these high stakes practices. Therefore, with little empirical support and financial and human costs high, a costs/benefits analysis suggests that the high stakes testing bandwagon, further fueled by No Child Left Behind, needs to be carefully evaluated before it continues to roll.
OHIO J SCI 104 (2):2-7, 2004
INTRODUCTION
For both advocates and opponents of the use of standardized tests in decisions regarding students, teachers, and educational policies, the answer to "what is at stake with high stakes testing?" is the same. The answer is, "everything." In an effort to implement accountability measures for districts, schools, teachers, and even individual students, testing originally designed to provide information regarding individual student achievement and ability for diagnostic/prescriptive teaching efforts is now being used as the measuring stick for evaluating the success of students, teachers, schools, districts, and even states. With important decisions resting on the results of certain test scores, it is important to know how well the scores reflect the quality of learning and education. It is also important to consider whether decisions based on these tests tend to reflect accurate interpretations and result in best practice. Even a potentially useful tool for education may be considered inappropriate if its use routinely results in harm to children.
This article began as a review of the current research to explore the results of high stakes testing; of particular interest was its affect on student learning. Surprisingly and unfortunately the impact of high stakes testing on student achievement has not been investigated. Therefore, this article reviews the research and concerns addressed in the literature regarding high stakes testing.
DEFINITION OF HIGH STAKES TESTING
A position statement issued by the American Educational Research Association issued in July of 2000 described high-stakes testing as follows:
Many states and school districts mandate testing...