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:Journal of adolescent & adult literacy 1999-11, Vol.43 (3), p.305-312
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:
Academic Achievement
Academic Standards
Admission Criteria
Associations
Boards of Education
Children
Classroom Observation Techniques
College Admission
Criterion Referenced Tests
Curricula
Decision Making
Education policy
Educational Assessment
Educational evaluation
Educational Policy
Educational Quality
Educational standards
Educational tests
Educational tests and measurements
Educators
Elementary Secondary Education
Ethical instruction
Gifted
Governing Boards
High Stakes Tests
Management
Motivation
Multiple Choice Tests
Politics of Education
Presidents
Reading
Reading Improvement
Reading Instruction
Reading Tests
Recommendations
School Districts
Skill Development
Statistical Data
Student Evaluation
Student Motivation
Teacher Effectiveness
Teacher Salaries
Teachers
Test Results
Test scores
Test Use
Testing
Testing Problems
Testing Programs
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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:1081-3004
1936-2706