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Decoding High Stakes Testing: Navigating NCLB & HST Myths

Explore the misconceptions with NCLB and High Stakes Testing (HST), comparing standards, and the impact on student promotion and teacher incentives. Delve into the Lake Wobegon Effect and the implications for teaching practices. Engage in critical questions about the fairness and effectiveness of HST tools.

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Decoding High Stakes Testing: Navigating NCLB & HST Myths

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Presentation Transcript

  1. CAI 5323:Evaluation and Assessment,Class One Talking Points

  2. Class Two, High Stakes Testing • Five misconceptions with NCLB and HST • TAAS, 1990 and NCLB, 2002 • NCLB requires disaggregation and HST might not? • States set HST academic proficiency standards but NCLB sets overall proficiency goals. • Individual state HST standards make comparing states difficult through the use of NCLB. • Things like student promotion and teacher incentive is not part of NCLD

  3. Socratic Moment • The book refers to HST as a reality rather than a perception… Is that fair??? Is it sliced bread or the devil???

  4. HST’s Are Only Tools • Some tools are better than others! • No one tool can be used for all jobs!

  5. What makes HST’s High Stakes? • Grade Promotion • Ratings • Incentives • Overall control (Campus or District) • Contract Renewal

  6. Socratic Moment • The rules for the STAAR test are are still in development but in the past we used TAKS as a promotion indicator for 5th and 8th grade. • Is this the right thing to do for students? • Does it combat social promotion? • What is a better solution for determining promotion?

  7. Lake Wobegon Effect • What is the Lake Wobegon Effect? • Why is is significant to a discussion on HST’s? • Is just passing the TAKS test sufficient? • What are your observations on the practice of teaching to the test?

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