High-stakes testing, uncertainty, and student learning

By A. Beardsley, David C. Berliner. 2002

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High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data. (2012, background): “…designs to compare achievement patterns in states with accountability practices versus those without such practices, or in states with a long history of accountability versus those with shorter histories (Amrein & Berliner, 2002a; Amrein-Beardsley & Berliner, 2003; Braun, 2004; Dee & Jacob, 2009).”
Assessing No Child Left Behind and the Rise of Neoliberal Education Policies (2007, background): “It became 1 of 18 states (Amrein & Berliner, 2002) to require that students pass one or more standardized exams, in this case one exam each in English, science, and math, along with exams in global studies and U.S. history, to graduate from high school.”
Using Student-Involved Classroom Assessment to Close Achievement Gaps (2005, background): “…these multiple layers of externally imposed tests have improved school quality or reduced achievement score gaps, but some contend that they have exacerbated the problem by forcing increases in dropout rates and declines in graduation rates, especially among minorities (Amrein & Berliner, 2002).”