Sunday, February 17, 2008

High Stake Test, Low Quality Learning—Challenging the Effect of High Stake Test on Classroom Learning

High Stake Test, Low Quality Learning—
Challenging the Effect of High Stake Test on Classroom Learning

Introduction
By Dorothy (Wai King Hung)
Graduate Student
EDCI 6304 Learning & Cognition


High-stakes tests are tests used to evaluate students’ achievement and competency. They are the government’s way of producing accountability measures for districts and schools alike. The government implemented a convenient plan of making educational institutions report how students are progressing from year to year to know how federal and state funds should be disbursed. The basis of the plan included the TAKS Test which supposedly was created to test all the objectives that are required for students to know for success in life.

Students in Brownville, Texas take two types of high-stakes tests: the state Texas Assessment of Knowledge and Skills (TAKS) and the district diagnostic tests. The district diagnostic tests prepare students for TAKS and identify students who may need instructional remediation (Brownsville Independent School District (BISD), 2005).

In some schools when students fail their high-stakes tests, the teachers are the ones who are being blamed (Kohn, 2000; Paris, 2000; Thomas, 2005). The consequences for students taking the tests are either promotion to the next grade level or retention depending on their results of these tests. In Texas, because of the consequences that comes from a statewide accountability system, these tests have become high stakes affecting school districts, the schools, teachers, and students. Districts and schools that successfully meet the stated progressive objective and close the achievement gaps will receive awards; otherwise, they will be subjected to corrective actions or restructuring.

While many studies (Cawelti, 2006; Clarke, Shore, Rhoades, Abrams, Miao, & Li, 2003; Thomas, 2005; Waber, 2006) have been conducted to explain the effects of high-stakes tests on classroom practices, their focus has been on the overall and general effects of high-stakes tests. Further, little research has examined the effects that high-stakes tests have on the English language arts and reading class. My understanding of this topic comes from my readings in preparation for the research project and I hope to be able to understand this situation from the teachers who are out there – in the frontline so to speak. Before we evaluate the influence of high stake test on learning, many questions need to be asked:

What make a test high-stakes??? The term High-stakes testing is used to describe the consequences for failing, which include: retention in current grade level, being denied a diploma, and publication of school ratings for districts and campuses with low rates of success. The question is can a single test, or should a single test be the sole deciding factor for a student’s achievement?—Erin, February 10 2008, EDCI 6304

Based on the students’ response to these questions, high stake test has been creating many negative effects on classroom learning from in at least areas: the curriculum, the teachers, and the students. “I do believe that these new high stakes tests place stress not only on students but on teachers as well.” Said Mayra Garcia, a graduate student from the EDCI 6304 Learning & Cognition course.
This issue of JOCTL will evaluate the role of high stake test on classroom learning by analyzing its effect on three specific aspects: the curriculum, the teachers, and the students.
Posted by Dengting Boyanton at

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