The Pros And Cons Of High-Stakes Testing

High-stakes testing dates back to around one hundred years ago. They were first created as a means to sort people into groups to where each student could be placed where they could receive the most appropriate level of instruction based on their test scores. These tests were also used for determining what type of vocations the test takers were most suited for. Students began being tested nationwide for reading achievement in the 1960’s, starting with National Assessment of Educational Progress. This assessment was given every four years to students in 4th, 8th, and 12th grade. High-stakes testing began to increase significantly after “A Nation at Risk” was published in 1983 by the National Commission on Excellence in Education. This publication caused a state of panic through its portrayal of the U.S. education system as being significantly inept in preparing students for success in

The same can be anticipated with the continuance of high-stakes testing. Positively speaking, high-stakes testing can give understanding to teachers and administrators about the reading performance of specific subgroups of students based on gender, ethnic group, or geographic region. Afferbach argues that this can be considered a positive aspect because of how the information can be used in educational decision making such as funding. High-stakes testing also serve well in measuring growth and progress, as they are administered at the end of every year. This allows for data on individual students, schools’ and districts’ growth from year to year in the tested areas. Another positive consequence of high-stakes tests is the common vocabulary they create. When students move into new schools or new districts, their tests scores travel with them, allowing for the new teachers and administrators to have a background for the student. This creates a smoother transition both for teacher and