Negative impacts of high-stakes testing

• Authors: Michaela Minarechová
• Languages of publication: EN

Abstracts

EN

High-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school's accountability, funding and parental choice of school. The study aims to explain high-stakes testing, how it is created and developed in selected countries and look at the negative impacts of tests on various actors within this relationship.

Keywords

EN

High-stakes testing; negative impacts; students; teaching; learning; teachers; schools

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2012
• Volume: 3
• Issue: 1
• Pages: 82-100

Dates

published

2012-01-01

online

2012-08-21

Contributors

author

Michaela Minarechová

• Faculty of Education, Department of Preschool and Primary Education, Trnava University of Trnava, Priemyselná 4, Trnava 918 43, Slovakia

References

• Afflerbach, P. (2005). National reading conference policy brief, high stakes testing and reading assessment. Journal of Literacy Research, 37 (2), 151-162.[Crossref]
• Amrein, A.L. & Berliner, D.C. (2002). An analysis of some unintended and negative consequences of high-stakes testing. Retrieved June, 20, 2012, from http://nepc.colorado.edu/files/EPSL-0211-125-EPRU.pdf
• Baines, L. A. & Stanley, G. K. (2004). High - stakes hustle: Public schools and the new billion dollar accountability. The Educational Forum, 69 (1), 8-15.
• Barksdale-Ladd, M. A. & Thomas, K., F. (2000). What's at stake in high-stakes testing: teachers and parents speak out. Journal of Teacher Education, 51(5), 384-397.[Crossref]
• Blazer, Ch. (2011). Unintended consequences of high-stakes testing. Research Services 1008.
• Booher-Jennings J. (2008). Learning to label: socialisation, gender, and the hidden curriculum of high-stakes testing. British Journal of Sociology of Education, 29(2), 149-160.
• Caldwell, B., J. (2011). Educational reform and change in Australia. Retrieved June, 20, 2012, from HKIEd website http://www.ied.edu.hk/apclc/roundtable2011/paper/Brian%20J.Caldwell.pdf
• Duncan, B. A. & Stevens, A. (2011). High - stakes standardized testing: Help or hindrance to public education. National Social Science Journal, 36 (2), 35-43.
• Educational Act. 1980. Retrieved June, 20, 2012, from Education in England website
• Education Reform Act. 1988. Retrieved June, 20, 2012, from Education in England website
• French, D. (2003). A New vision of authentic assessment to overcome the flaws in high stakes testing. Middle School Journal, 35(1), 1-15.
• Graber, D. (2011). The Problem with high stakes testing. Retrieved June, 20, 2012, from Manchester College website http://users.manchester.edu/Student/asgraber/ProfWeb/GraberDrewS230HStkspaper.pdf
• Grant, C. A. (2004). Oppression, privilege and high - stakes testing. Multicultural Perspectives, 6 (1), 3-11.
• Heubert, P. & Hauser, R. M. (1999). High stakes: Testing for tracking, promotion and graduation. Washington, DC: National Academy of Sciences.
• Jehlen, A. (2007). Testing: How the sausage is made. Retrieved June, 20, 2012, from The National Education Association website: http://www.nea.org/home/11366.htm
• Johnson, E.G. (1992). The Design of the national assessment of educational progress. Journal of Educational Measurement, 29 (2), 95-110.[Crossref]
• Jones, M. G., Jones, B. D., Hardin, B., Chapman, L., Yarbrough, T. & Davis, M. (1999). The impact of high-stakes testing on teachers and students in North Carolina. Phi Delta Kappan, 81 (3), 199-203.
• Kaščák, O. & Pupala, B. (2011). Nový režim "kvality". In O. Kaščák & B. Pupala (Eds.). Školy v prúde reforiem (pp. 137-194). Bratislava: Renesans.
• Kentli, F. D. (2009). Comparison of hidden curriculum theories. European Journal of Educational Studies, 1(2). Retrieved June, 20, 2012, from http://www.ozelacademy. com/EJES_v1n2_Kentli.pdf
• Lobascher, S. (2011). What are the potential impacts of high - stakes testing on literacy education in Australia? Australian Journal of Language & Literacy. Literacy Learning: the Middle Years, 19(2), 9.
• Madaus, G., Russell, M. (2010). Paradoxes of high - stakes testing. Journal of Education, 190 (1/2), 21-30.
• Marchant, G. (2004). What is at stake with high stakes testing? A Discussion of issues and research. Ohio Journal of Science, 104 (2), 2-7.
• McMillan, J., Myran, S. & Workman, D. (1999). The impact of mandated statewide testing on teachers' classroom assessment and instructional practices. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada, p. 10.
• McNeil, L. (2000). Contradictions of school reform. New York, NY: Routledge
• Moon, T., R; Brighton, C., M.; Jarvis, J., M. & Hall, C. J (2007). State standardized testing programs: Their effects on teachers and students. Retrieved June, 20, 2012, from National Research Center on the Gifted and Talented http://www.gifted.uconn.edu/nrcgt.html
• National PTA. 2006. Recess is at risk, new campaign comes to the rescue. Retrieved June, 20, 2012, from
• Niculae, M., & Doncu, R. (2007). Romanian Educational System: European Conntext. Analele Universităii din Bucuresti. Retrieved July, 10, 2012, from http://anale.fizica.unibuc.ro/arhiva/2007/An_Fiz_2007_5.pdf
• Nichols, S., L. & Berliner, D., C. (2007). Collateral damage: How high - stakes testing corrupts America's schools. Cambridge, MA: Harvard Education Press.
• Petrová, Z. (2011). Dopady vzdelávacej reformy v Anglicku a vo Walese. In O. Kaščák & B. Pupala (Eds.). Školy v prúde reforiem (pp. 84-106). Bratislava: Renesans
• Reddell, S. (2010). High stakes testing: Our children at risk. Retrieved June. 20, 2012, from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED513338&ERICExtSearch_SearchType_0=no&accno=ED513338
• Sadker, D. & Zittleman, K. (2004). Test Anxiety: Are students failing tests or are tests failing students? Retrieved June, 20, 2012, from http://www.sadker.org/PDF/test_anxiety.pdf
• Stecher, B. M. (2002). Consequences of large-scale, high stakes testing on school and classroom practice. L. S. Hamilton, B. M. Stecher & S. P. Klein (Eds.). Making sense of test-based accountability in education (pp. 79-100). Santa Monica: RAND Corporation.
• West, A. & Pennell, H. (2002). How new is new labour? The quasi-market and english schools 1997 to 2001. Retrieved June, 20, 2012, from http://eprints.lse.ac.uk/214/
• West, A. (2010). High stakes testing, accountability, incentives and consequences in English schools. Policy & Politics, 38(1), 23-39.
• Westchester Institute for Human Services Research. (2003). High - stakes testing. The Balanced View, 7(1). Retrieved June, 20, 2012, from
• Wilkins, A. (2012). School choice and the commodification of education: a visual approach to school brochures and websites. Critical Social Policy, 32 (1), 69-86.[WoS]
• Woods, P., A., Bagley, C. & Glatter, R. (1998). School choice and competition: Markets in the public interest? London: Routledge.

Identifiers

DOI

10.2478/v10159-012-0004-x