Educators’ Responses to High-Stakes Testing

Amrein-Beardsley, A., Berliner, D. C., & Rideau, S. (2010). Cheating in the First, Second, and Third Degree: Educators’ Responses to High-Stakes Testing. Education Policy Analysis Archives, 18(14). Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ895618&site=eds-live&scope=site.

The article addressed the concerns that educators are under tremendous pressure to ensure that their students perform well on tests. This pressure, however unfortunate, this causes some educators to cheat. This study investigates the types of, and degrees to which teachers will go for students to pass. The article is for administrators so that they can see, even though they know, the steps that teachers take to get their students to pass. The article addresses the current issue in education, that involves high stakes testing.  This aligns with the research I am doing, and I will be using this article in my paper.

Au, W. wayneau@u. washington. ed. (2013). Hiding behind high-stakes testing: Meritocracy, objectivity and inequality in U.S. education. International Education Journal: Comparative Perspectives, 12(2), 7–20. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eue&AN=112923286&site=eds-live&scope=site.

In this paper, it analyses how testing has become the tool for describing students and their achievements through high stakes testing. It also focuses on how high stakes testing is a test that focuses on the connections between IQ testing and the standardized test that students take.  It also discusses the early history of high stakes testing.  I believe that the intended audience for this paper would be teachers. Why I believe that they are the intended audience is that this paper discussed the history behind the race and economic background of students and how it effects students with class inequality.  This resource fits well into my research, as it helps to describe how high stakes testing is not an equalizing test for students.  Students should not be judged on a one day test. This source fits in with the current issue in education, as it helps to address high stakes testing and it effect on students. The diversity of this resource is noted as it addresses the inequality of how high stakes testing effects students of all backgrounds.

Baker, R., (2012). The Effects of High-Stakes Testing Policy on Arts Education. Arts Education Policy Review, 113(1), 17–25.  Retrieved from https://doi-org.wgu.idm.oclc.org/10.1080/10632913.2012.626384.

In this study the author examines high-stakes test scores for 37,222 eighth grade students enrolled in arts classes and those students not enrolled in arts courses. This study found that students who were enrolled in the arts had greater results on testing than students who did not take art classes. This study is targeted at school stakeholders. It fortifies to them the importance of art integration into education. This study addresses the current issue in education, as it addresses the results of high stakes testing. This research is important to high stakes testing, but it does not explain the stress that teachers and students alike, face with taking these tests. This research will not be used in my paper.

Borden-Hudson, L. (2010). Examining elementary teachers’ perceptions of the impact of high-stakes testing on classroom teaching practices: a mixed methods study. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=edsbas&AN=edsbas.58A01E4D&site=eds-live&scope=site.

This article discusses teachers’ perceptions on high stakes testing and to toll it takes on their approach on how they are teaching and what they are teaching.   It discusses how much time that teachers spend on preparing their lesson plans to include critical thinking, which happens to be a main component in high stakes testing. This study is directed at administrators as it discusses teaching and the amount of time teachers take in teaching different levels of students. Depending on the student’s backgrounds, instructional approaches are different. This study applies to diversity and testing as it addresses the different economic statues of students and the differences that teachers take to instruct students in testing. This paper will be used in my research as it addresses the stress teachers are under in order to make sure that all students succeed in high stakes testing.

Braun, H. (2004). Reconsidering the Impact of High-Stakes Testing. Education Policy Analysis Archives, 12(1). Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ852290&site=eds-live&scope=site .

In this paper, the author discusses a comparison of test results between states, in regard to 4th and 8th graders who took the mathematics assessment over a span of 8 years. In this study the author concludes that there is no sufficient evidence to support high stakes testing to student improvement.  The paper is directed at administrators as it outlines the ineffectiveness of high stakes testing and that its effects on the outcome of student performance is inconclusive. This paper addresses the current issue in education, testing and that it has no significance on students’ academics. This paper will be used in my research, as it discusses that the comparison on assessments of a group of students that were studied over a period of time, had no bearing on their academic achievements.

 

Croft, S., Roberts, M., and Stenhouse, V., (2015). The Perfect Storm of Education Reform: High-Stakes Testing and Teacher Evaluation. Social Justice, 42(1), 70–92. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eft&AN=111363325&site=eds-live&scope=site.

The authors of this study outline reform initiatives that when compared to storm fronts, are chipping away at public confidence in teacher as well as the political changes in policy that effect education in general.  These reforms are evaluated and discussed, that there needs to be an evaluation system that holds educators and students to a standard of accountability. This article is directed at educators and district school boards as it addresses accountability for teachers and students, when it comes to high stakes testing. This article explains testing and the evaluation process that is used in the state of Georgia, and it is relevant to the current issue of testing. This article supports my research on high stakes testing as it concludes that education reform needs to be addressed, regarding high stakes testing as well as teacher evaluations.

Fox, J., & Cheng, L. (2015). Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test. TESL Canada Journal, 32(9), 65–86. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1092818&site=eds-live&scope=site.

This paper gives an analysis of high stakes test takers and the affects that the tests have on their ability to pass the test when there is a difference in perceptions of what the test is asking for. Universities admittance exams are an example of such tests, especially since they are computer administered. This paper is directed at administrators because it is outlining the differences of interacting with a computer, which most students can do, and the effects of understanding test performance. This paper does fit into my research because it outlines that students who take a computerized test, have way too much stress and are not understanding what is needed for comprehension. This paper addressing diversity as well as current issue because it discusses how students who have a deficiency in English have a difficult time interpreting test. It also addresses testing anxiety and the stress that it creates.

Gonzalez, A. D., Peters, M. L., Orange, A., & Grigsby, B. (2017). The influence of high-stakes testing on teacher self-efficacy and job-related stress. Cambridge Journal of Education, 47(4), 513–531. Retrieved from https://doi-org.wgu.idm.oclc.org/10.1080/0305764X.2016.1214237.

This paper addresses the stress that teachers face with high stakes testing. The stress associated with high stakes testing affects all grades, students and teachers alike. This study shows that there is a link between job related stress and teacher self-efficacy. The intended audience for this paper is administration as it addresses the data that was collected to show administrators the connection between high stakes testing and job-related stress. This paper relates to high stakes testing, which is an ongoing problem in education. This paper is written from the point of view of teachers and addresses the diversity of teaching different age ranges.

Hayden, M., (2011). Standardized Quantitative Learning Assessments and High Stakes Testing: Throwing Learning Down the Assessment Drain. Philosophy of Education Yearbook, 177–185. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eft&AN=71665176&site=eds-live&scope=site.

The author in this article discusses how teachers are providing a service and that students and parents are the customers and that the customer is always rights, therefore the teacher is held accountable for the outcome of assessments and the learning of the student. It does not matter how much training or knowledge the teacher has to teach their specific subject, it all comes down to what a student can do on a high stakes test.  This article is directed at teachers and administrators as it addresses the accountability of the educational system and their involvement in student success, or lack thereof.  This article addresses the current issue in education, testing and the accountability of the educational system. This article supports my research on the evaluation on high stakes testing and the results that come from the evaluation and the accountability that the system has for student education.

Huddleston, A. P., & Rockwell, E. C. (2015). Assessment for the Masses: A Historical Critique of High-Stakes Testing in Reading. Texas Journal of Literacy Education, 3(1), 38–49. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1110955&site=eds-live&scope=site.

The authors of this article focus on the concerns for objectivity, efficiency and accountability of high stakes testing throughout history. They are discussing that educators need to move beyond these concerns and focus more on students’ needs. Teachers are the intended audience as they are the ones getting the students ready for the assessments and this study gives the historical background. This article is in line with my research as it will help to outline the history of assessments and the arguments about the objectivity of these tests. This paper is aligned with the current issue in education as it addresses the history if high stakes testing. This article will be used in my research, as it addresses the background of high stakes testing and the evolution of accountability for teachers and students.

Hurley, M., & Padró, F. F. (2006). Test Anxiety and High Stakes Testing. International Journal of Learning, 13(1), 163–169. Retrieved from  https://doi-org.wgu.idm.oclc.org/10.18848/1447-9494/CGP/v13i01/48170.

The authors of this paper are looking at the state of student test anxiety and the effects that it has on high stakes testing and the outcome of the results on testing due to the anxiety that it causes.         Students who suffer from test anxiety show the signs in many different ways, from physically getting sick to looking pale and appearing clammy.  All of this anxiety can cause extreme stress on the student, and as a result of this, they will not perform well on any high stakes testing.     This study is directed at teachers and administrator alike, as it addresses test anxiety and some of the steps that need to be taken to alleviate that stress, so that students will succeed. This paper addresses the current issue in education of testing and the stress it creates for students as well as diversity. Diversity because it requires different testing environments for students who have testing anxiety and need to be testing in a different location. This research will be used in my paper as Is addresses the topic of text anxiety in students and the results of that anxiety it has on test performance and well as the physical problems that it causes.

Jones, B. D., & Egley, R. J. (2004). Voices from the Frontlines: Teachers’ Perceptions of High-Stakes Testing. Education Policy Analysis Archives, 12(39). Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ853506&site=eds-live&scope=site.

In the paper the authors address the validity of testing in Florida schools. Teachers are stating the test results are used improperly and that the test scores are not an accurate assessment for students.  Florida teachers also do not believe that high stakes testing is not taking schools in the right direction. This article is directed at the department of education, as it addresses changes that need to be made in assessing the outcome of student testing scores. This article addresses the implications of testing as the results reflect on teachers and students alike. This article addresses the current issue in education as it addresses testing. The study supports my research as it addresses that testing accountability needs to be changed in order to accurately assess teachers and students.

Kearns, L.-L. (2011). High-Stakes Standardized Testing & Marginalized Youth: An Examination of the Impact on Those Who Fail. Canadian Journal of Education, 34(2), 112–130. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ936746&site=eds-live&scope=site.

This article addresses the question of how academic standards are affected by high-stakes tests. It discusses about the accountability of students and teachers meeting those standards and the effects of public confidence in schools.  The intended audience for this article is teachers as it addresses high stakes testing and the effects on the accountability of teaching students.  This article fits into my research as it discusses the effects of high stakes testing on teacher’s accountability with educating students and the outcome of the results of the tests. I will be using this article for my paper for the reason of the effects that high stakes testing has on teachers. This article is related to the current issues in education as it addresses the results that high stakes testing has on students and teachers alike.

Madhabi Chatterji and Prof. Kevin G. Welner Prof., & Caines L. Bridglall Chatterji Jade Beatrice Madhabi. (2014). Understanding validity and fairness issues in high-stakes individual testing situations. Quality Assurance in Education, (1), 5. Retrieved from https://doi-org.wgu.idm.oclc.org/10.1108/QAE-12-2013-0054.

The authors of this article are addressing the validity and fairness issues that possibly could arise from the results of high stakes testing at the individual level.  Such as certifications for professionals, including teachers, or when students are testing for college admission. These authors note that validity is a complicated concept and is hard to achieve in individual testing contexts.  This study is directed at test developers as well as the decision makers of high stakes testing, because of the perspectives of them must be adhered to, to make the validity of testing standard. This research goes with the current issue in education, as it addresses testing, and the validity of it. This research validates my research in that results can vary from test to test and that validation is the key to development of high stakes testing. This research will be included in my paper.

Minarechová, M. (2012). Negative impacts of high-stakes testing. Journal of Pedagogy / Pedagogický Casopis, 3(1), 82–100. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eue&AN=79293920&site=eds-live&scope=site.

This article is aimed at trying to explain how high stakes testing is created and developed and is going to discuss the negative impact that these tests have on teachers and students alike.  Not only does high stakes testing have a negative impact on students but it might also have a negative impact on school funding. This article is intended to help teachers and administrators understand that testing is not new and addresses the impact that these tests have on higher learning. This article does fit into my research as it addresses the negative impact that high stakes testing has on students’ self-esteem and the effect that teachers have with the testing results. This article address testing as an ongoing issue in education.  The points of view discussed are from England as well as the United States, and also discussed is the diversity of student ability to receive education funds due to the results they receive on these tests.

Molsbee, C. P., & Benton, B. (2016). A move away from high-stakes testing toward comprehensive competency. Teaching and Learning in Nursing, 11(1), 4–7. Retrieved from https://doi-org.wgu.idm.oclc.org/10.1016/j.teln.2015.10.003.

This article addresses how moving away from high stakes testing and going towards a comprehensive competency would be beneficial for students.  High stakes testing does not measure a student’s true ability.  There are programs, such as nursing, that require ability with comprehensive competency rather than a one-day test that would add stress to the student and not show true competency. The intended audience for this article would be testing administrators of professions, since it discusses competency testing, for nurses, being more important than the results of a one-day test. The article does fit into my research as it discusses an alternative assessment to high stakes testing for professions.  I will be using this article as it helps to address competency testing over a period of time, instead of a one-day test. This article addresses the current issue in education regarding high stakes testing and a possible alternative.

Morgan, H. (2016). Relying on High-Stakes Standardized Tests to Evaluate Schools and Teachers: A Bad Idea. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(2), 67–72. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1104410&site=eds-live&scope=site .

The authors discuss that the use of tests to evaluate schools and teachers leads to misleading information on what students actually know.  This contributes to cheating, less collaboration between teachers, and biased teaching. The authors provide reasons and details on the problems that this causes. This article includes some possible solutions to the concerns dealing with high stakes testing.  This study is directed at administrators, as it addresses several issues associated with how test scores of disadvantaged students are harmful not only to the student but to educators in general.  This article addresses diversity, as it addresses how assessing teachers who have students that are disadvantaged by socioeconomic standards, is based on drilling and memorization, instead of learning. This study supports my research as it helps to explain how deceptive high stakes testing is to schools and to teachers.

Reich, G., Bally, D. (2010). Get Smart: Facing High-Stakes Testing Together. Social Studies, 101(4), 179–184. Retrieved from https://doi-org.wgu.idm.oclc.org/10.1080/00377990903493838.

The authors of this article address high stakes testing as a trouble spot in education. The authors believe that teachers today need to reclaim their roles as leaders, as they understand their students better than administrators or educational policy makers. In other words, take the stress of high scores dictating school grades and letting teachers teach students what they need to learn to become productive members of society, not that they scored high marks on a one-day test. This article is directed at the board of education and policy makers in the way student achievement is measured, as it is measured on rote memorization instead of knowledge learned and applied. This article addresses a current issue in education, testing. This article supports my research as it discussed how testing has gotten out of hand with assessing teachers and students unfairly.

Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013). Heightened Test Anxiety among Young Children: Elementary School Students’ Anxious Responses to High-Stakes Testing. Psychology in the Schools, 50(5), 489–499. Retrieved from https://doi-org.wgu.idm.oclc.org/10.1002/pits.21689.

The authors of this study explored and analyzed the differences in students taking achievement testing and classroom testing on the test anxiety that students face.  Their results indicated that students report overall more test anxiety with high stakes testing than that of classroom testing. We have become more reliant on testing due to competing with students from other countries. We are trying so hard to keep up that we are losing touch on what really matters. Students. This study is directed at administrators and the board of education as it addresses the stress that the educational system puts on children to perform well. This research addresses a current issue in education, testing, as it discusses the effects high stakes testing has on student’s performance.  This article supports my research on high stakes testing and it effects in students’  performance on high stakes testing and the anxiety that those test create on students and teachers alike.

Wood, Sarah G., Hart, Sara A., Little, Callie W. & Phillips, Beth M. (2016). Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective. Merrill-Palmer Quarterly, 62(3), 233–251. Retrieved from https://doi-org.wgu.idm.oclc.org/10.13110/merrpalmquar1982.62.3.0233.

The authors of this article sought out to understand the association between test anxiety and reading comprehension with environmental effects and genetics. Although while text anxiety might be associated with environment, it is not necessarily so. The performance on high stakes testing however, has many depending on factors such as gender, race, and socioeconomic status. This study is directed at stakeholders as it addresses the complications that educators face daily to get students to perform well on tests in general, including high stakes testing. This article addresses diversity in education as well as a current issue in education, as it discusses, factors of student’s diversity and their correlation to testing outcomes.  The article supports my research on high stakes testing and the effects it has on teachers and students. This article will be used in my paper.