Critical Issue: High Stakes Testing Pros and Cons - Research Paper Example

 CRITICAL ISSUE – HIGH STAKES TESTING PROS AND CONS Table of Contents Abstract … … … 3 Introduction … … … 4 Historical overview of topic … … … 4 Influence of politics on topic … … … 5 Possible implications for leadership and organizational decisions 6 Effect on academic programs … … … 6 Influence of media on topic … … … 7 Effect on general student population … … … 8 Effect on targeted population … … … 9 Effect on staff/faculty … … … 10 Any other possible effect on K-12 AND Higher Ed … 11 Conclusion … … … 11 Sources … … … 13 CRITICAL ISSUE – HIGH STAKES TESTING PROS AND CONS Abstract The realization that education in the United States is falling by international standards must have hit the leadership at the top most level like the proverbial bolt from the blue. The introduction of high stakes testing cannot have come at a more opportune time. In spite of the brouhaha about the problems with high stakes testing, some of which are noteworthy, it is a landmark event that has happened as a litmus test to the deteriorating educational standards and promises to raise the standards to respectable level. It is too early to comment on the usefulness or otherwise of high stakes testing. But it clearly meets a need that has made a void in the social order in the United States with rising figures of school dropouts. The high stakes testing is a promising concept. It has the potential to turn around the fortunes of education in the United States and wherever it finds acceptance. CRITICAL ISSUE – HIGH STAKES TESTING PROS AND CONS Introduction According to Wright, Wayne E and Choi, Daniel (2009, p19) high stakes testing are testy although they are needed to keep the faculty as well as students on their toes. Since this testing is in the nascent stage it is not possible to make mature conclusions. However, even by rough estimates, it is a good development and must be persevered with although it is causing discomforts at some levels At the outset, high-stakes testing have created enemies within the educational fraternity because of its demanding conditions to perform or else. This condition is controversial because it is difficult to apply it uniformly across the nation without taking into consideration the huge reaction it is bound to generate for varied reasons in the positive and negative sense. Barrett, Brian D and Moore, Rob (2009, p3) feel such testing is required in order to have a structure to analyze teachers as well as students. In the negative sense, majority of teachers and students have problems the testing has nothing to do with but which impacts teachers and students’ lives, and in turn impacts the testing. Historical overview of topic In the 1990s, educational standard in the United States was found to have come behind the international level. In the absence of an appropriate central force, it was found that education was not headed in the proper direction. The No Child Left Behind Act enacted in 2002 was a promising force for education in that it formalized the need for every child to receive education irrespective of its background. Not only was education made mandatory for every child, but the standard of education received a shot in the arm with the concept of high stakes testing. Dounay, Jennifer (2000, p6) however thinks that the effects of the high-stakes testing have raised some uncomfortable questions. Hispanics and Blacks found high-stakes testing difficult to cope. The average White did comparatively better. The situation does appear to favor the predominant White. Thus, when schools with large number of Hispanic and Black students did not appear to be doing well, it became necessary to use an appropriate yardstick for a solution. Educationalists focused on bilingual method to address the problem with Hispanics. However, the bilingual method was also not an easy solution because of the shortage of bilingual teachers. As regards the Black students, poverty and backwardness plagued the schools with large number of Black students. Influence of politics on topic High stakes testing makes the state the arbitrator for education. The state has taken upon itself the task of doing something for every child formal education has found difficult to do. In the process, in spite of the best intentions the state has inextricably involved politics with school administration. Under the NCLB Act, if a particular school did not come up to the required standard within a couple of years, the state had the powers to replace/remove the principal and teachers of that school. Thus politics got involved in education in a major way. Possible implications for leadership and organizational decisions The issue of leadership and organizational decisions is crucial in the application of the NCLB Act. There is the need for proper leadership to augment the NCLB Act successfully in educational institutions. The standard of teaching for the purpose of high stakes is being successfully integrated by thousands of schools across the United States. Undoubtedly, these schools have problems in varying degrees similar to the rest of the schools in the United States. But with better resources, these schools have the ability to quickly address such problems and continue with the curriculum. When a school has problems it depends on the school management’s resources to handle the problems with élan or buckle under the pressure. A school with firm financial resources as well as management resources will quickly address the problems using its experience and resource. However, a school lacking the needed finance and resource will find it difficult to make ends meet in spite of the best efforts. It is not possible to allow the school to proceed without addressing its financial and management resources. Hence, it is not always possible to allow such schools to continue to function without firm decisions from day one. If the principal has to be replaced/removed, do so without further notice. If teachers have to be given the marching orders, do so without waiting any longer. Effect on academic programs The NCLB Act necessitated changes in the curriculum with high stakes testing. It takes time to effect changes. The main effect on academic programs is the introduction of the high stakes testing which became the focal subject between the school and the state vis-à-vis the students. High stakes testing became overwhelmingly important because failure in this test meant a student could not graduate. It was oppressive with the teachers because teachers had to focus on high stakes testing leaving aside their own subjects. It was like a binding and operative instrument which came into immediate effect. It was also cumbersome to the student because students had to cope with one more subject. Nonetheless, in the article, The Dangerous Consequences of High-Stakes Standardized Testing (2007, p2), high stakes testing was meant to remove the silver from the dross. But its importance cannot be emphasized at the cost of another important subject. Influence of media on topic Green, Jay P (2003, p5) mentions that the involvement of the state with education inevitably drew in the media. The media also became involved because students could study, get instructions and work out exercises online or through the use of CD-ROMs for high stakes testing. In effect, students have to study for high stakes testing just like they studied any other subject. Originally, the intention was to test students’ overall knowledge through high stakes testing. However, the end result belied the original assumption. Thus the question “what if schools respond to the incentives of high stakes testing by developing ways to improve results on the high stakes tests without actually improving real learning? This is the principal objection raised by opponents of high stakes testing.” Effect on general student population The general student population accepted high stakes testing as just another subject. The significance of high stakes testing does not sink in the minds of the average student who comes to school to study as a formal necessity. An average student is not influenced either way. There is the subject. So it has got to be studied and done with. The state and the school administration are hard pressed to teach high stakes testing and ensure students do well. The possibility of developing ways to improve results on high stakes tests without actually improving real learning cannot be ruled out. NCLB is a new concept. Its founders have either aimed very high or have acted on a necessary concept at a late stage. Either way the concept is remarkably relevant. Therefore, its implementation is bound to cause awe or heartburns. It will take time for the dust to settle down and make high stakes testing more relevant and user-friendly. In the meantime, care must be exercised that it is not made overwhelming or of less account. High stakes testing must be allowed to improve and stand alone on its own merit. It is naïve to expect this to happen overnight. It will take time to make assessments and carry out changes and modifications to improve standards from the teachers’ as well as the students’ perspectives. According to the article, Pros and cons of NCLB: What the research says (2006), high stakes testing was launched with due preparation. But its jurisdiction is vast because it aims to cover every child in the United States. By any means, this is a daunting task. But it is possible. The need is to make necessary assessment where it is failing or where students or teachers find it difficult to adjust to high staking tests. In such situations, it is necessary to find out where the problems lies and how best to cope with the problem. This is also the most difficult aspect of high stakes testing. Because it will take high stakes testing into areas where it has nothing to do in and suggest solutions in trying circumstances. For instance, Uriarte, Miren (2007, p8) provides the example of Hispanic students who hail from different background and who find it difficult to come to the required standards of education. In this situation, the main problem is getting bilingual teachers and there is an alarming dearth of bilingual teachers as well as appropriate teaching system in schools with high Hispanic population in the United States. According to Ellis, Elizabeth Margaret (2004) teachers in monolingual situation are shy of getting drawn into bilingual educational systems. These tug-of-wars essentially debilitate the entire educational system where promising talents do not wish to enter owing to fears of impositions. Other than the issue of bilingualism, there may be problems such as familial or social where Hispanic students are settling in the new environment and high stakes testing may be beyond them at the current point of time. It is mandatory in such cases to make allowances for adjustments that involve time. Effect on targeted population Besides students and teachers, parents are just about as concerned that their children master high stakes testing. However, parents are more sensitive to the difficulties high stakes testing poses to their children and are vociferous about such difficulties. The difficulties may comprise questions that appear to be out of context. There may be other issues posing problems such as domestic issues. As mentioned earlier, it is not possible to address issues outside the realm of education in high stakes testing. For instance, if the man in the house is a drunkard and is causing daily disturbance, the child cannot concentrate on studies. In such cases, it is not the fault of the teacher or the student. The fault lies with the father. In such situation, high stakes testing cannot interfere except with due diligence which may require legal interference. High stakes testing must assume powers to deal in any situation that interferes with the learning environment of the child. Then, there is the need for an ombudsman in the school to deal with such situations quickly and as painlessly as possible so that the emotion and self-respect of the child is not disturbed. Naturally, a successful implementation of this issue not only enables a child learns unobtrusively but also raises the stake of high stakes testing. High stakes testing may extend to external factors to achieve its goals in connection with students. But it must inflict minimal damage. High stakes testing is intended for the child. But it must also show concern for the child’s wards. Thus, the scope and jurisdiction of high stakes testing is extensive and wide. If NCLB must be pursued single-mindedly, it is imperative for high stakes testing to come to terms with all and sundry that comes between the path of the child and the child’s education. Effect on staff/faculty Braden, Jeffery P and Schroeder, Jennifer L (2004, p4) underline the fact that staff/faculty has the unenviable task of acquainting students with high stakes testing. It is the duty of the staff to ensure that students are sufficiently grounded on the needs to address high stakes testing with confidence. “Educators can take steps to ensure high-stakes testing programs do more good than harm. Although there are certainly roles for individuals and organizations to influence policies, the focus should be on individual educators and their schools. However, educational stakeholders may be uninformed, or misinformed, about testing programs, results, and consequences. When educators lack this knowledge, there may be a greater impact of the unintended consequences of the tests.” Any other possible effect on K-12 AND Higher Ed Hintze, John M and Silberglitt, Benjamin (2005, p11) make the point that high stakes testing is one more important milestone in the lives of students appearing for K-12 and higher education. If the aim of high stakes testing is sincerely followed to its logical conclusion students will undoubtedly benefit with high stakes testing. At the end of the day, there must be the satisfaction that no pain was spared to ensure the child was getting the attention he deserved to make him more acceptable to society at large. High stakes testing is the medium between the child and higher studies and the child and society. There are returns in abundant measures for society that shows care and concern for the less fortunate child. Conclusion As a concept, high stakes testing has come to stay in the United States. There is no second-guessing about the importance and relevance of high stakes testing in one of the most well-informed nations in the world. High stakes testing targets every child in the United States. For this purpose, there is bound to be controversies about the usefulness or lack of it in the United States. Nonetheless, high stakes testing is important and relevant. It must continue in the educational institutions of the United States and elsewhere. If every child must be shaped as a responsible individual of society, it is essential for concepts such as high stakes testing to exist and thrive. Sources: Altshuler, Sandra J and Schmautz, Tresa; 2006, No Hispanic Student Left Behind: The Consequences of “High Stakes” Testing, http://www.academia- research.com/files/instr/430111_NoHispanic%20left%20behind.pdf Barrett, Brian D and Moore, Rob; 2009, Review, High-Stakes Testing and the Decline of Teaching and Learning: The Real Crisis in Education by David Hursh, http://www.academia- research.com/files/instr/430111_36323791.pdf Braden, Jeffery P and Schroeder, Jennifer L; 2004, High-Stakes Testing and No Child Left Behind: Information and Strategies for Educators, National Association of School Psychologists, http://www.academia- research.com/files/instr/430111_highstakes.pdf Dounay, Jennifer; 2000, High Stakes Assessment Bring Out the Critics, http://www.academia- research.com/files/instr/430111_High%20Stakes%20too%20much%20too %20soon.pdf Ellis, Elizabeth Margaret; 2004, Bilingualism among Teachers of English as a Second Language, http://www4.gu.edu.au:8080/adt-root/public/adt- QGU20040618.172404/ Emery, Kathy; 2007, Corporate Control of Public School Goals: High-Stakes Testing in its Historical Perspective, http://www.academia- research.com/files/instr/430111_Historical%20Perspective%20on%20HST .pdf Greene, Jay P; 33 February 2003, Testing High Stakes Test: Can We Believe the Results of Accountability Tests, Civic Report, http://www.academia- research.com/files/instr/430111_Civic%20Report.doc Hintze, John M and Silberglitt, Benjamin; 2005, A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing, http://www.academia- research.com/files/instr/430111_Longitudinal.pdf Parkinson, Paul; 2009, Political Economy and the NCLB Regime: Accountability, Standards, and High Stakes Testing, http://www.academia- research.com/files/instr/430111_HSTarticle.pdf Pros and cons of NCLB: What the research says, November 2006, ERN, Volume 19, Number 8, http://www.academia- research.com/files/instr/430111_Pros%20and%20cons%20of%20NCLB.d oc The Balanced View, April 2003, High-Stakes Testing, http://www.academia- research.com/files/instr/430111_The%20Balanced%20View.pdf The Dangerous Consequences of High-Stakes Standardized Testing, 17 December 2007, http://www.academia- research.com/files/instr/430111_The%20Dangerous%20Consequences% 20of%20High.doc Uriarte, Miren; 21 May 2007, The High Stakes of High-Stakes Testing, http://www.academia- research.com/files/instr/430111_high_stakes_testing.pdf Walker, Sherry Freeland; 2000, High Stakes-Testing: Too much? Too Soon? State Education Leader, Volume 18, No 1, http://www.academia- research.com/files/instr/430111_High%20Stakes%20too%20much%20too %20soon.pdf Wright, Wayne E and Choi, Daniel; 22 May 2006, The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona, Volume 14, Number 13, Education Policy Analysis Archives, http://www.academia- research.com/files/instr/430111_The%20Impact.pdf Read More