High-Stakes Testing for Students with Disabilities

High-Stakes Testing for Students with Disabilities

Title of Study

The article is titled “What We Know and Need to Know about the Consequences of High-Stakes Testing for Students with Disabilities” having been published in 2004. The authors of the article include Jim Ysseldyke, Ruth Nelson, Sandra Christenson, David Johnson, Amanda Dennison, Heidi Triezenberg, Michael Sharpe and Maureen Hawes.

 

Problem

In today’s modern world, most of the consequences of high-stakes testing among students with disabilities are alleged; there is no substantial proof. While the consequences include both positive and negative implications, their occurrence is only alleged with no empirical evidence on the same. In fact, most of the information used in alleging such consequences revolves around anecdotal evidence. The fact that there is very little empirical evidence regarding the implications of high-stakes tests results in newspapers highlighting unintended negative consequences (Ysseldyke et al, 2004). In turn, there is a lot of confusion and uncertainty concerning the consequences of high-stakes testing among children with disabilities. The bigger problem is thus the identification of what people already know and the determination of what they should know on the administration of the high-stakes test. The importance of this research is evidenced in the high number of students targeted and especially those with disabilities.

 

Research Purpose

            The purpose of the study is to examine the consequences of high stakes assessment of students with disabilities. It aims at consolidating the information that is already

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