Controversy over High-Stakes Testing

Controversy over High-Stakes Testing
Part 2
Hannah DeBose
Dr. Tzipora Katz
EDU-505: Contemporary Issues in Education

Alfie Kohn article on Standardized Testing and its Victims has some great key points. The article is divided into 8 key fact points. Fact 1 brings to light about how frequently the students are being tested and how big of a role theses test play a role on student progress. Kohn provides numerous examples to substantiate his concern that the tests are politically driven, inappropriate as measures of learning substantive skills, and counterproductive. Fact 2 describes the life of the student, number of parents living at home, parents' educational background, type of community, and poverty rate all have a factor on student. We debate this issue because it is not fair that student of a low poverty school does not receive the same benefits as the more privileged schools do. Students living in high poverty environments are mostly to dropout, do poor on test, and have harder time grasping information. Many low poverty schools do not have the educators that they should have. Meaning they may have uncertified teachers, or many first year teachers. Many teachers go to high poverty school Fact 3 Norm-referenced tests were never intended to measure the quality of learning or teaching. This type of test identifies whether the test taker performed better or worse than other test takers, but not whether the test taker knows either more or less material than is necessary for a given purpose. Fact 4 states that the test is concerned with or comprehending only what is apparent or obvious. Number 5 states that these testing should not be intent for children under the age of 8 Young children often do not understand the significance of testing; children have short attention span, and following directions. Fact number 6 states that Virtually all relevant experts and organizations condemn the practice of basing important decisions, such as graduation or...