Not exact matches
For example, the evidence is clear that high -
stakes testing can produce severely inflated scores, meaning increases in scores far larger than
real improvements in
student learning.
For all of the talk about «raising standards» and implementing «high
stakes testing,» the United States is an outlier among developed nations when it comes to holding
students themselves to account, and linking
real - world consequences to academic achievement or the lack thereof.
Turning around high schools — where the
stakes are arguably highest as
students prepare to head out into the
real world — has proven to be particularly frustrating
for reformers.
It is every bit as
real for the
student body as they navigate the tumultuous seas of rigorous courses, high
stakes testing and extracurricular competition.
Without establishing collective
stakes in the efforts — and rewards — of data - driven decision - making, educators will struggle to affect the kind of
real, comprehensive institutional changes that establish the conditions of possibility
for student improvement.
Can we find better solutions to address two priorities that stand in tension, first, the need
for highly precise and reliable data
for high -
stakes decisions; and second, the need
for assessments that require
students to apply knowledge and skills to solve complex,
real world problems?