The purpose of high stakes testing
Abstract
High
stakes testing is essential in evaluating whether or not the students
comprehend the curriculum and pedagogical practices utilized. Yours truly
currently teaches at a high school, and the manifestation of high stakes
testing comes in the form of the regents’ examination in addition to the other
forms of testing summative and formative that takes place during the course of
the year. From the middle school level on down the requirements for grade
advancement and graduation changes from the regents to another. Why are these
tests important? They evaluate a number of points and help to give a much
clearer perspective. First, they help to evaluate student proficiency and help
to gauge students’ factual knowledge and not their critical thinking.
Conversely, these exams are important to determine the degree of literacy in
the community. The exams are used to determine the effectiveness of the
curriculum being utilized as well as how effective the school and district is
at implementing the adopted curricula to meeting the standards and compliance
with NLCB. The high stakes assessment chosen by yours is the New York State
Math exam given to students in the third and fourth grade. The author believes
that if more attention were given to the dynamics of this exam the results
would be very much higher not to mention the comprehension of mathematics.
Thus, the requirements for a diploma create a peculiar conundrum, and added
pressure on students teachers, principal, superintendent administration and the
entire state educational system. The social foundation from using this method
of instructional practice is a build up of strong camaraderie. In addition to
high stakes testing, students have to pass the courses given and be proficient
in the content. . Even if parents wish to opt their child out of high stakes
testing the only other option available is the GED program and, even then it
comes down to passing the GED exam also a high stakes assessment. The first
option from the perspective of yours truly is to enroll their child in a Kaplan
study program. There will be questions parents and guardians are going to ask
pertaining to high stakes questions.
Introduction
Assessment
is important in gauging proficiency of students in all subject areas. Without
assessment it would be very difficult not to mention tedious in understanding
what students are proficient in, and figuring out if the curriculum is
effective in presenting the content. However, one will talk about the concept
of high stakes testing and the role it plays in the implementation of lesson
planning, and our student’s ability to graduate. In addition, how it affects
students and administrative staff and teaches alike. Furthermore, how it
affects communities, schools, districts, state and federal level. How
graduation requirements are affected by high stakes testing. The question if one
can opt their child out of high stakes testing and how it differs from state to
state. Offer advice on how parents can help their child prepare high stakes
testing. Lastly, the author will go over some common questions parents may ask
in regards to the dynamics of the high stakes testing process.
Testing
Requirements
High
stakes testing is essential in evaluating whether or not the students
comprehend the curriculum and pedagogical practices utilized. Furthermore, were
the common core standards addressed and are the students proficient in said
standards at each grade level? “Since 2002 each state has had to comply with No
Child Left Behind (NCLB) legislation, which mandates testing of students
throughout compulsory education, although each state creates – or has
commercial publishers do it – and marks its own tests” (Isaacs, T. 2014 pg344). In the United States, the federal government
mandates the policy of No child Left Behind must be adhered to by the state and
local school districts. Yours truly currently teaches at a high school, and the
manifestation of high stakes testing comes in the form of the regents’
examination in addition to the other forms of testing summative and formative
that takes place during the course of the year. Conversely, regents testing are
a series of examinations given across major subject areas such as Math,
Reading, and Science at different grade levels; various subjects and at
different times during the academic school year.
Testing
Is Necessary
The
regents’ examinations are a necessary requirement in order for students to move
on to graduate from high school. “To
meet diploma requirements, students must earn specific course credits and pass
specific assessments, typically Regents exams or NYSED-approved alternatives” (High
School Academic Policy Guide—Updated
September 2017). New York State high school students must meet the
aforementioned requirements in order to graduate; “Arizona, Minnesota,
North Carolina, Ohio, and Tennessee have made Algebra II a high school
graduation requirement even as Florida has removed Algebra II as a requirement
for the high school diploma” (Plunk, A. D., Tate, W. F., Bierut, L. J., &
Grucza, R. A. 2014 para 5). Each states process in meeting the NCLB addendum is
different. From the middle school level on down the requirements for grade
advancement and graduation changes from the regents to another form of state
testing; “Elementary and middle school students in New York State take yearly
State tests in core academic subjects to assess their mastery of the Common Core
Learning Standards. Students’ test results are one of the factors
that schools use to decide whether to promote a student to the next grade” (http://schools.nyc.gov/).
Conversely the kind of assessment
changes from 3rd to 12th grade. In the aforementioned,
New York state students are required to take the same exam across the state.
From the perspective of yours truly, this is done to check for proficiency and
to make sure that they meet NCLB guidelines for testing.
Why are these
tests important? They evaluate a number of points and help to give a much
clearer perspective. First, they help to evaluate student proficiency and help
to gauge students’ factual knowledge and not their critical thinking.
Furthermore, they assess whether students understand the common core standards
that have been taught for a specific grade level be it regents exams for high
school students, or aforementioned assessments from grades three to eight.
In addition,
the exams also evaluate the effectiveness of the pedagogical prowess of the
teachers responsible for presenting the material. Conversely, a hot-button
topic in the field of education suggests teachers should be paid in accordance
to their students test scores. The author is against using such methods to
determine effectiveness the mentioned form of evaluation based on the understanding
of what teachers have to go through. Also based on the reading assignment done
by yours truly norm-referenced testing suggests that no matter how well some
students perform, their score will be biased. Thus, this is not an accurate
tool to use for student and teacher assessment.
Conversely,
these exams are important to determine the degree of literacy in the community.
The exams are used to determine the effectiveness of the curriculum being
utilized as well as how effective the school and district is at implementing
the adopted curricula to meeting the standards and compliance with NLCB. In
addition to other political policies that include how much funding and aide the
community receives from the state, city and local government.
Hypothesis
The high
stakes assessment chosen by yours is the New York State Math exam given to
students in the third and fourth grade. The author believes that if more
attention were given to the dynamics of this exam the results would be very
much higher not to mention the comprehension of mathematics. How would one go
about implementing such a change for improvement? Yours truly advocates for the
concept of project/problem based learning. From ones perspective, if math were
taught in a way that makes the subject matter interesting, remembering the
formulas and mathematical vocabulary would become second nature to students.
Social
Foundation
The social
foundation from using this method of instructional practice is a build up of
strong camaraderie. As students learn
each concept they learn good social skills and thus begin to have a positive
relationship with math terminology, numbers, calculations, formulas etc. The
development of such a relationship will instill confidence for the years ahead
when as mathematics becomes more detailed and complex. Even if math is not a
pupil’s favorite subject, the fact remains there is a higher probability said
pupil would not panic when faced with the adversity and test anxiety high
stakes testing causes in the aforementioned subject area. As the saying goes;
“familiarity breeds content.”
Requirements
As mentioned
earlier students in New York State are required to take and pass the regents
examination in order to receive a high school diploma. Also, younger students
cannot advance in grade level without taking and passing the state mandated assessment.
Thus, the requirements for a diploma create a peculiar conundrum, and added
pressure on students teachers, principal, superintendent administration and the
entire state educational system. All the parties involved are being graded on
the passing the regents’ exam. Conversely, this has a direct affect on
curriculum and classroom instruction. Realistically jobs hang in the balance
based on performance and none of the parties involved wants their students to
fail. It’s important to note, school districts that can afford to give extra
instruction to their students make it a top priority to assist students.
High stakes testing is also a serious problem
because there are a host of other factors that must be taken into
consideration. In addition to high stakes testing, students have to pass the
courses given and be proficient in the content. Also, pupils are preparing to
take the SAT’s. Furthermore, preparing the necessary materials and information
needed for college and extracurricular activities seniors enjoy during the
final year of high school. From this point senior year is known as a tumultuous
process for all parties involved, including the parents; “High-stakes testing
as a determinant of the awarding of a high school diploma is a zombie idea in
education” (Kern, D. 2013 pg 98). Furthermore, students have become aware of
the situation at hand and have taken an active role and are actively involved
through protest and voicing their opinion; “a protest march to the RI
Department of Education dressed as zombies and one student member aptly stated:
"We're zombies because this policy will kill us... If we don't get a
diploma, we'll end up in dead-end jobs.” (Kern, D. 2013 pg 97). In short, high
stakes testing needs to be reconsidered in terms being the sole determining
factor used to determine graduation.
Opt-out Options
There is an
option available in New York State there are options available but the truth of
the matter is that it still comes down to one option, and that is high stakes
testing. “In New York State, there are three types of diploma: a local diploma,
a Regents diploma, and an Advanced Regents diploma. All students can
earn a Regents or Advanced Regents diploma; however only students who meet
specific criteria are eligible to graduate with a local diploma,
which allows students to graduate with lower exam scores” (http://schools.nyc.gov). From the
perspective of yours truly it seems to be a catch twenty-two. Even if parents
wish to opt their child out of high stakes testing the only other option
available is the GED program and, even then it comes down to passing the GED
exam also a high stakes assessment.
Preparation
For Testing
There are a
number of ways that parents or guardians can assist in the process of preparing
their child for high stakes assessments. The first option from the perspective
of yours truly is to enroll their child in a Kaplan study program. Kaplan does
have some of the best tutors at assisting students in studying and passing high
stakes exams outside the classroom. Furthermore, there are other companies
offering less expensive tutoring programs to assist students in being
proficient. Furthermore, one can go online and get practice exams for free, and
parents can purchase materials from bookstores and the Internet to assist their
child in becoming more proficient for the high stakes exams. It is important to
note one should communicate with your child and find out what else one can do
to help them with in order to make this tumultuous time in their life go
smoothly.
Frequently Asked Questions
There will be
questions parents and guardians are going to ask pertaining to high stakes
questions. What is the passing grade on the regents examination? How will this
affect my child’s ability to graduate? In what way will these exams affect my
child’s ability to get into college? What alternatives are available to the
high stakes assessment? What materials are available to help my child study for
the exams? What accommodations are available for non-English speaking students?
How is the exam scored? Are the exams mandatory in order for my child to
graduate? Is there an alternative route to for graduation? How long is the time
frame for one to find out the score? Careful research allows one to be prepared
to answer the aforementioned.
The are also
questions parents could ask that one may not have adequate knowledge to provide
the correct answer at the moment. However, speak with the principal and
administrative staff; if one doesn’t know the answer let the parent know, find
out then get back to them as soon as you have the correct answer. In addition,
be prepared to answer any questions students may ask in regards to the
high-risk assessment. Do not be afraid to say “ I don’t know” or “I will get
back to you,” also follow up and let the student or parent know or be able to
direct them to the right person.
Conclusion
To conclude,
the author discussed some of the dynamics of high stakes testing. Yours truly
mentioned why it is important and how it relates to students in the public
school system. One also shared the federal standard and the role that NCLB
plays in the education. Furthermore, how the aforementioned is related to high
stakes testing and the role that the regents examination plays in high stakes
testing. Conversely, why this form is necessary in order for students to
receive a high school diploma. In addition, yours truly also discusses how the
high stakes requirements differ from state to state. One also discussed why the
testing is important and how it is utilized to gauge proficiency. Also, how the
same high stakes testing affects students across a variety of grades. Next one
mentioned how it affects the communities, schools and the district. In addition
the importance of the social foundation, camaraderie and we these two are
important. Also, the peculiar conundrum that high stakes testing creates for
students. Furthermore, the options that is available to students when it comes
to high stakes testing. How parents can best assist their children maximize
their passing grade when preparing for the high stakes testing. The author also
mentioned possible questions that may arise in regards to dealing with the
questions that may be asked by parents. Also, the importance of being prepared
to respond to the aforementioned questions in addition to the questions as an
educator one may not have the answer to. Finally, what to do in the event that
one does not have the answer to questions students and parents may ask and how
to get them the answers they require.
References
Isaacs, T. (2014). 150 years of statewide
assessment in New York: are the Regents examinations still fit for
purpose?. Assessment In Education: Principles, Policy & Practice, 21(3),
344-357.
Kern, D. (2013). Zombie Ideas in
Education: High-Stakes Testing and Graduation Policies. New England
Reading Association Journal, 49(1), 96-99.
Plunk, A. D., Tate, W. F., Bierut, L.
J., & Grucza, R. A. (2014). Intended and unintended effects of
state-mandated high school science and mathematics course graduation
requirements on educational attainment. Educational Researcher, 43(5),
230-241. doi:10.3102/0013189X14540207
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