High-Stakes Assessments in Reading: A Position Statement of the International Reading Association

Discusses what the term "High-Stakes Testing" means; concerns about high-stakes testing; whether testing is an important part of good educational design; why using tests for high-stakes decisions causes problems; whether test scores improve when high-stakes assessment is mandated; and ways...

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Bibliographic Details
Published in:The Reading teacher 1999-11, Vol.53 (3), p.257
Main Authors: Ransom, Kathryn A, Santa, Carol Minnick, Williams, Carmelita K, Farstrup, Alan E, Au, Kathryn H, Baker, Betsy M, Edwards, Patricia A, Hoffman, James V, Klein, Adria F, Larson, Diane L, Logan, John W, Morrow, Lesley Mandel, Shanahan, Timothy
Format: Article
Language:English
Subjects:
Educational tests
Educational tests and measurements
Elementary Secondary Education
High Stakes Tests
Planning
Politics of Education
Reading
Reading Improvement
Reading Instruction
Reading Tests
Student Evaluation
Study and teaching
Test Use
Testing
Testing Problems
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Summary:Discusses what the term "High-Stakes Testing" means; concerns about high-stakes testing; whether testing is an important part of good educational design; why using tests for high-stakes decisions causes problems; whether test scores improve when high-stakes assessment is mandated; and ways to help states monitor student success in the curriculum. Offers recommendations for teachers, researchers, parents, and policy makers. (SR)
ISSN:0034-0561