300 words. No cite older than 4 years. Need at least 2. Can not match more than 5%. This assortment of graphics below was gathered from social media like Facebook, Twitter, and Pinterest. These im

300 words. No cite older than 4 years. Need at least 2. Can not match more than 5%.  

This assortment of graphics below was gathered from social media like Facebook, Twitter, and Pinterest.  These images are important statements about the role of assessment in education, in general, and in high stakes testing and accountability systems, specifically.  What are these images saying?  Do you agree or disagree?  (You do not need to explain something different for each graphic...they're all saying the same thing.) 

I have provided good articles for your consideration in Start Here/Course Resources/Week 1/Week 1 Discussion Articles.  Use your textbook whenever possible.  You need a minimum of 2 sources for your research basis.

Baker, M., & Johnston, P. (2010). The impact of socioeconomic status on high stakes testing reexamined. Journal Of Instructional Psychology, 37(3), 193-199.

Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal Of Education, 41(3), 287-302.

Erskine, J. L. (2014). It changes how teachers teach: How testing is corrupting our classrooms and student learning. Multicultural Education, 21(2), 38-40.

Huddleston, A. P. (2014). Achievement at whose expense? A literature review of test-based grade retention policies in U.S. schools. Education Policy Analysis Archives, 22(18),

Kern, D. (2013). Zombie ideas in education: High-stakes testing and graduation policies. New England Reading Association Journal, 49(1), 96-99.

Madaus, G., & Russell, M. (2010). Paradoxes of high-stakes testing. Journal Of Education, 190(1/2), 21-30.

Minarechová, M. (2012). Negative impacts of high-stakes testing. Journal Of Pedagogy, 3(1), 82-100.

Mora, R. (2011). School is so boring : High-stakes testing and boredom at an urban middle school. Penn GSE Perspectives On Urban Education, 9(1), 1-9.

Olivant, K. F. (2015). "I am not a format": Teachers' experiences with fostering creativity in the era of accountability. Journal Of Research In Childhood Education, 29(1), 115-129.

Supovitz, J. (2009). Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform. Journal Of Educational Change, 10(2-3), 211-227.

Voices in education. (2011). Teacher Educator, 46(1), 2-5. doi:10.1080/08878730.2011.531245