Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Rethinking "High Stakes:" Lessons from the US and England and Wales


by William A. Firestone & David Mayrowetz — 2000

Based on fieldwork conducted in England, Wales and two American states, this paper suggests six themes about “high stakes testing.” First, not all stakes are perceived to be equally high. Second, pressure to respond to a test comes from more than just formal stakes. Third, external pressure leads to symbolic responses outside the classroom. Fourth, external pressure can be useful for changing content taught. Fifth, external pressure is less effective in changing instructional strategy than content taught. Sixth, the effects of stakes will depend on a variety of other policy factors.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Rethinking "High Stakes:" Lessons from the US and England and Wales
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 102 Number 4, 2000, p. 724-749
http://www.tcrecord.org ID Number: 10501, Date Accessed: 4/25/2017 8:25:25 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • William Firestone
    Rutgers, the State University of New Jersey
    E-mail Author
    William A. Firestone is Professor of Educational Policy at the Rutgers Graduate School of Education and Director of the Center for Educational Policy Analysis. He is continuing his research on the effects of assessment on practice with a large-scale survey study in New Jersey. He is co-author with James Pennell of “State-Initiated Teacher Networks: A Comparison Of Two Cases” (American Educational Research Journal, 1997).
  • David Mayrowetz
    Rutgers, the State University of New Jersey
    E-mail Author
    David Mayrowetz is a doctoral candidate in the department of educational theory, policy and administration, Rutgers University and research associate at the Center for Educational Policy Analysis. His interests include policy implementation, inclusion of students with disabilities, and assessment reform. He is the co-author, with Carol Weinstein, of "Sources of Leadership for Inclusive Education: Creating Schools for All Children" (Educational Administration Quarterly, September 1999).
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS