High+Stakes+Tests+Best+Practices+for+Preparation+and+Testing


 * High Stakes Tests**

High stakes tests should be used and interpreted with caution. This is true for all students, but especially for students who are English Language Learners (ELLs). According to Kohn (2000) the highest correlation of many standardized tests is the socio-economic status of the child’s family (p. 321). In other words, the students who have the most resources do better on the test than students who lack resources. This seems obvious to many of us in education, yet these tests are still being used to determine funding for education. In addition Sternberg (2010) points out that the definition of intelligence as well as the meaning of assessments can differ greatly depending on culture and that tests need to be more dynamic and take these cultural differences into account (p. 149-151). The typical standardized test does exactly the opposite of this, whittling the definition of intelligence into a single test score from a test that most likely has enormous cultural bias and no dynamic properties. Kohn (2000) also contends that when these test are used for high stakes purposes “holds people accountable for factors over which they have little control” (p. 320).

Cummins, Brown and Sayers (2009) agree, adding that the element that students who are English Language Learners (ELLs) must take the test in English, regardless of their language proficiency level and opportunity to learn content in English (p. 74). O’Malley and Pierce (1996) also indicate the importance of monitoring ELL students’ progress more than once a year, as often as most standardized tests are given (p. 4). The basic conclusion we must draw from all of this data is that whether or not a student will pass to the next grade, or a teacher will keep her job, should not be linked to a single test, especially one that is not culturally and circumstantially relevant for the students who are compelled to take it.

Despite this compelling data, school districts and states still require students to take standardized tests every year. The question then becomes how to best prepare students to take these tests. “Teaching to the test” is not a viable option, as it causes more damage than benefit to the curriculum (Center for Applied Linguistics, 2002; Cummins, 2009; Kohn, 2000; Mindes, 2003). So, what //can// teachers do? For one thing, teachers can educate their peers, administrators, parents, and politicians on the issues. Teachers can also use more authentic assessments in the classroom to monitor students progress in an ongoing and meaningful way.

The Center for Applied Linguistics (2002) gives several suggestions pertaining specifically to high stakes test preparation. Educators must choose (when such a choice is available) accommodations and modifications that are appropriate for the ELL students. Accommodations can include giving additional time or giving breaks; giving the test in a smaller group or alternate location; translating the test or repeating or explaining directions and questions; and allowing responses in the native language or allowing students to dictate answers. Educators must also familiarize ELL students with the format and style of standardized tests as well as teaching some specific test-taking skills, such as finding the main idea and selecting the best answer on multiple-choice questions. Finally, educators must interpret and use the scores from such tests with care. There should be more data than just one test used to determine the proficiency level of ELL students.


 * References**

Center for Applied Linguistics. (2002). //English language learners and high stakes tests: An overview of the issues.// Washington, DC: Coltrain, B.

Cummins, J. Brown, K. and Sayers, D. (2009). //Literacy, technology and diversity: Teaching for success in changing times//. Boston: Pearson.

Kohn, A. (2000). Burnt at the high stakes. //Journal of Teacher Education, 51// (4), 315-327.

Mindes, G. (2003). //Assessing young children// (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

O’Malley, J.M. & Pierce, L. V. (1996). //Authentic assessment for English language learners: Practical approaches for teachers.// United States: Addison-Wesley Publishing.

Sternberg, R. J. (2010). Who are the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36 (3), 148-155.