Essays on High Stake Testing Coursework
High stake testing March 16, High stake testing Provisions of the No Child Left Behind policy that expanded regulations on education promises improved academic performance and achievement of the underlying goal of alleviating poverty. Changes that the policy induces, such as specified testing, defined expected improvements, and withheld federal funding to states that do not implement the policy, motivate realization of the goals. Offered approaches for defining Adequate Yearly Progress (AYP) and the possibility of integrating the approaches in assessments facilitate reliability and validity of assessment results. Even though each of the methods has disadvantages, advantages of one approach may counter a disadvantage of the other approaches. Integrating the fixed standards approach with the cross-sectional approach, for example, resolves insensitivity to differences between schools that the fixed standards suffers. The identified challenges of AYP are also practical to implementation of the policy. Goals that are too high or too low and ones that are not responsive fail to motivate stakeholders towards desired achievements. Insensitivity to special needs and existence of corruption are also likely to undermine objectives. Identified unintended consequences of high stake testing are also real and necessary measures for managing them are necessary. Developing too high standards high may shift educator’s attention to improving test results and not quality of education or may prompt corrupt practices for avoiding penalties. Moderating efforts such as informing stakeholders of the scope of large-scale tests, strategies for achieving desired results, and offering psychological support can however ensure integrity in implementation of the AYP provisions (Braden and Schroeder, N.d.). Based on the knowledge in AYP provisions, I believe that counselors should play multi-dimensional role that include communicating for awareness and offering leadership for ensuring that stakeholders’ acts are consistent with the provisions and expectations.
Braden, J. and Schroeder, J. (N.d.). High-stake testing and No Child Left Behind: Information and strategies for educators. National Association of School Psychologists. Retrieved from: http://www.nasponline.org/communications/spawareness/highstakes.pdf.