High-Stakes Testing and the Default Philosophy of Education

Abstract

In this article, the author argues that high-stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills. A default philosophy is defined as the vision of education that results from a lack of reflective, engaged dialogue among educators and school communities about their goals and practices. In the context of high-stakes testing, one predominant default philosophy results from an inordinate focus on the tests themselves. As has been shown in research studies throughout the United States, this creates a context in which conversations about the meaning and value of education cannot take place without performance on standardized tests taking center stage. Within this context, dialogue is more difficult, and other possible philosophies of education become harder to articulate and implement. When the default philosophy of education dominates in a school, school district, or state, the possibilities for improving education reform and innovation are limited.

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