One type of summative assessment that receives a lot of publicity is high-stakes standardized testing. We have probably all been in a position, whether in school, or even within our professions, when
Week 3 Discussion 1 High-Stakes Standardized Testing [WLO:1][CLOs:2,6]
One type of summative assessment that receives a lot of publicity is high-stakes standardized testing. We have probably all been in a position, whether in school, or even within our professions, when we were required to take high-stakes standardized tests, the results of which had either positive or negative consequences. For example, a high-stakes standardized test could mean receiving or not receiving a high school diploma, being able to join the military, or being able to practice in the teaching, medical, or legal field.
Some examples of high-stakes testing include:
ACT or SAT or GMAT
State specific tests
Measures of Academic Progress (MAP)
Praxis
Armed Services Vocational Aptitude Battery (ASVAB)
Prepare
Prior to beginning work on this discussion,
Read Chapter 10: Standardized Test and High-Stakes Testing in your text.
Find an image that reflects your personal views of high-stakes standardized testing.
Search for two peer-reviewed journal articles in the Ashford University Library; one that supports and one that contradicts your view of high-stakes standardized testing. Your articles should be no more than five to eight years old.
Reflect
Consider your experiences that have influenced your views on high-stakes standardized testing. Should high-stakes standardized testing be required to earn a teaching or medical license? Should it be required to be able to join the military?
Write
Complete the following:
Post an image that reflects your views of high-stakes standardized testing. Be sure to cite where you received your image from. Use the Ashford Writing Center for support with APA formatting. (Links to an external site.)
Describe how this image reflects your views on high-stakes standardized testing by sharing your experiences with taking these kinds of tests whether in school or your professional life.
Summarize the two articles you found in the Ashford University Library and describe how these ideas support and contradict your views on high-stakes standardized testing.
Select one of the views of intelligence from Chapter 10.3. Briefly describe the view and provide your own critique. Do you agree or not agree? Why? How might the view of intelligence support or contradict the use of high stakes standardized tests?
Discuss whether you think high-stakes standardized testing has a place in education and the work place. Why or why not? Provide evidence from the readings to discuss the pros or cons of high-stakes standardized testing.
Guided Response (Due Monday, Day 7): Post replies to at least two peers by the close date of this discussion. Examine their views on high-stakes standardized testing and share any similarities or differences in your views. Provide one additional article or video that would either support or refute your peers’ views.
Though two replies are the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Required Resources
Text
Lefrançois, G. R. (2013). Of learning and assessment. Retrieved from https://content.ashford.edu/
Chapter 6: Summative Assessment
Chapter 7: Performance-Based Assessment
Chapter 8: Teacher-Made Assessments
Chapter 10: Standardized Tests and High-Stakes Testing
Web Page
Yale Center for Teaching and Learning. (2018). Creating and using rubrics (Links to an external site.). Retrieved from https://ctl.yale.edu/Rubrics
This web page provides information about creating rubrics and will assist you in Creation of Summative Assessment assignment.
Accessibility Statement (Links to an external site.)
Privacy Policy (Links to an external site.)
Recommended Resources
Text
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Retrieved from http://ebookcentral.proquest.com
The full-text version of this text is available through the Ebook Central database in the Ashford University Library. This text provides information about performance-based assessments and may assist you in your Creation of Summative Assessment this week.
Chapter 1: What are Rubrics and Why are they Important?
Chapter 3: Writing or Selecting Effective Rubrics
Educators in Connecticut’s Pomperaug Regional School District District 15. (1996). What is performance-based learning and assessment, and why is it important? (Links to an external site.) In K. M. Hibbard (Ed.), A teacher’s guide to performance-based learning and assessment. Retrieved from http://www.ascd.org/publications/books/196021/chapters/What_is_Performance-Based_Learning_and_Assessment,_and_Why_is_it_Important%C2%A2.aspx
Chapter 1 provides information about performance-based assessments and may assist you in your Creation of Summative Assessment this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Article
Brualdi, A. (2000, February). Implementing performance assessments in the classroom. Classroom Leadership (Links to an external site.), 3(5). (Reprinted from Practical Assessment, Research & Evaluation, 6[2], 1-3). Retrieved from http://www.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment-in-the-Classroom.aspx (Original work published 1998).
This article provides information about performance-based assessments and may assist you in your Creation of Summative Assessment assignment this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
