ten “mismatched with the content emphasized in a school’s curriculum and classrooms” (p. 66).
Even where the teacher attempts to stick to the curriculum high-stakes-tests end up reflecting only to a slight degree what was actually covered by the teacher in the classroom. Additionally Worthen (1993) highlights one serious consequence of basing crucial decisions on test scores. When schools were being held accountable in the 1970s and thereby required to demonstrate achievement via test scores, it was noted that, when issued the minimum acceptable standards of achievement, schools adopted these as the maximum competencies they were aiming for.
Schools basically aimed to satisfy only the set out standards and hardly attempted to raise performance beyond those minimal requirements. Obviously the quality of education is compromised in such a case and students are robbed of the opportunity to excel. Moreover, with new research encouraging multicultural classrooms it would be assumed that the creators of test instruments also consider the diversity of the individuals who sit these important tests.
Worthen & Spandel (1991) observe, however, that the tests from which high-stakes decisions are made are more often than not “racially, culturally, and socially biased” (p. 67). It comes as no surprise therefore that successful performance on such tests is not equal among all ethnic groups. The general aims of education, to facilitate inclusive classrooms, are being eroded in such tests. Standardized high-stakes-tests are renowned for being biased against ethnic minorities and the socially and economically disadvantage.
If the tests do not give students the same equal opportunity then obviously some children are being left behind and this goes against the goals of the federal and state positions on education. Obviously high-stakes-tests, in their current state, are harmful to the quality of education.
Worthen, B. R. (February 1993). Critical Issues that Will Determine the Future of Alternative Assessment. Phi Delta Kappan, 74(6), 444-454. Worthen, B. R. & Spandel, V. (February 1991). Putting the Standardized Test Debate in Perspective. Educational Leadership, 48(5), 65-69.