High stakes testing, educational aims and ideals, and responsible assessment

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

School and government officials, system administrators and other policymakers offer a variety of reasons for engaging in high stakes testing: to monitor student performance, to measure teacher and/or school effectiveness, to ensure accountability, etc. Some of these reasons are good; others not. But the best reason - one that is never offered, because it is not true - is that such testing furthers our efforts to realize our considered educational aims and ideals. I argue that while some testing is perfectly legitimate, current high stakes testing practice is largely inimical to the achievement of our most defensible educational ends.

Original languageEnglish (US)
Pages (from-to)219-233
Number of pages15
JournalTheory and Research in Education
Volume2
Issue number3
DOIs
StatePublished - 2004

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school
responsibility
teacher
performance
student

Keywords

  • accountability
  • aims
  • arbitrariness
  • FCAT
  • high stakes testing
  • ideals
  • judgment

ASJC Scopus subject areas

  • Education

Cite this

High stakes testing, educational aims and ideals, and responsible assessment. / Siegel, Harvey.

In: Theory and Research in Education, Vol. 2, No. 3, 2004, p. 219-233.

Research output: Contribution to journalArticle

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