Validity of High‐Stakes Assessment: Are Students Engaged in Complex Thinking?

Suzanne Lane

83 citations0/0 files storedEducational Measurement Issues and Practice

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Educational Assessment and Pedagogy Educational Assessment and Improvement Teacher Education and Assessments

Abstract

The validity of high‐stakes assessments and accountability systems is discussed in relation to the requirements of No Child Left Behind (NCLB). The extent to which content standards and assessments are cognitively rich, the challenges in setting performance standards, and the impact of high‐stakes assessments on instruction and student learning are addressed. The article argues for quality content standards, cognitively rich assessments, and a cohesive, balanced assessment system.

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1998Assessment and Classroom Learning 2015Educational measurement.2002Assessment Crisis: The Absence of Assessment for Learning 1996Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project 2002Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001 2004Can teacher quality be effectively assessed?2003Schools in Transition: Reform Efforts and School Capacity in Washington State 1998The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing

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