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Essay / Research Paper Abstract
A 6 page research paper that discusses the effects of high stakes testing on student instruction and performance. A brief literature review looks at several published studies in order to determine what is know about the effects of high-stakes testing. Bibliography lists 7 sources.
Page Count:
6 pages (~225 words per page)
File: D0_khefhst.rtf
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Unformatted sample text from the term paper:
assessment and accountability. Ysseldyke, et al, define "high stakes for individuals," as pertaining to when there are direct consequences for the student due to testing, i.e., "grade retention/promotion or withholding
diplomas" (Ysseldyke, et al, 2004, p. 75). According to the National Board of Professional Teachings Standards, teachers should found their instructional practice on "knowledge of students abilities, interests, prior experiences
and relationships with family and friends" (Brimijoin, 2005, p. 254). However, the demands of high-stakes testing have caused many teachers to narrow their focus. A 2003 study by Abrams,
Pedulla and Madaus reports that a majority of teachers report that high-stakes testing has caused them to compromise their educational philosophy of what constitutes best practice and in order to
focus on test content (Brimijoin, 2005). Similar results have been reported by additional studies. Studies involving "large-scale teacher surveys," as well as "in-depth field studies, indicate that "efforts to improve
test scores" will change both "what is taught and how it is taught" (Shepard, 2002, p. 43). The following literature review looks at several published studies in order to determine
what is know about the effects of high-stakes testing. In their study, Ysseldyke, et al (2004) used multiple methodologies in order to investigate the ramifications and consequences of
high-stakes testing and the states accountability systems for students with disabilities. The extensive investigation conducted by this research team accessed not only studies available through various educational databases, but
they also monitored media reports and identified themes. From their evaluation, this research team concluded that "raising expectations for students with disabilities can set off a continuous chain of positive
results" (Ysseldyke, et al, 2004, p. 93). By raising expectations, studies indicate that that this increases participation in "individualized accommodations, improved instruction, and, thus, improved performance" (Ysseldyke, et al, 2004,
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