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High-Stakes Testing: Can Rapid Assessment Reduce the Pressure? by Stuart S. Yeh — 2006This article presents findings about the implementation of a system for rapidly assessing student progress in math and reading in grades K–12—a system that potentially could reduce pressure on teachers resulting from high-stakes testing and the implementation of the No Child Left Behind Act. Interviews with 49 teachers and administrators in one Texas school district suggest that the assessments allowed teachers to individualize and target instruction; provide more tutoring; reduce drill and practice; and improve student readiness for, and spend more time on, critical thinking activities, resulting in a more balanced curriculum. Teachers reported that the assessments provided a common point for discussion, increased collaboration among teachers to improve instruction and resolve instructional problems, and supported both new and experienced teachers in implementing sound teaching practices. The individualized curriculum and rapid feedback on progress reportedly gave students the feeling that they were successful and in control of their own learning, engaging students who previously disliked reading and math—including dyslexic children and children in special education—reducing stress, and improving student achievement. These findings are interpreted through Corbett and Wilson's framework for understanding why high-stakes testing often has negative effects and why the implementation of rapid assessment systems could reduce unintended negative consequences of testing.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- How Teachers' Professional Identities Position High-Stakes Test Preparation in Their Classrooms
- Essay Review: Classroom Assessment
- The Paradoxes of High Stakes Testing: How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society
- Objectifying Measures: The Dominance of High-Stakes Testing and the Politics of Schooling
- Overtested: How High-Stakes Accountability Fails English Language Learners
- March Madness and the Inequity Conundrum
- Is Anyone Listening?
Policy Versus Research on Test-Based Accountability and Charter Schools
- Understanding Education Indicators: A Practical Primer for Research and Policy
- Improving Large-Scale Assessment in Education: Theory, Issues, and Practice
- Assessing Habits of Mind: Teaching to the Test at Central Park East Secondary School
- Tenuous Findings, Tenuous Policies
- Parenting in the Age of High-Stakes Testing: Gifted and Talented Admissions and the Meaning of Parenthood
- The Global Testing Culture
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- Stuart Yeh
University of Minnesota
E-mail Author
STUART YEH is currently an assistant professor in the Department of Educational Policy and Administration at the University of Minnesota. His research focuses on improved ways of designing assessment and accountability systems. He is currently writing a book that recommends changes in testing policies at the federal, state, and district levels.
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