Positive and negative consequences of high-stakes testing for students with disabilities

Positive and negative consequences of high-stakes testing for students with disabilities

Topic of the review paper

Positive and negative consequences of high-stakes testing for students with disabilities

 

Problem Statement; significance of the educational problem/issue

High-stakes testing affects both educators and students all across the United States. While the concept is not new in the education sector, its effects on students with disabilities is a source of concern (Needs, 2008). In particular, the requirement that all students including those with disabilities undertake high-stakes testing in their studies has far reaching impacts. There is a general consensus regarding the impacts of high-stakes test on students across the country. In addition, it is known that high stakes testing has profound impacts when administered on students with disabilities. However, the exact negative and positive impacts of the tests on students with disabilities need to be identified.

Results from studies in the past point to a clear relationship between high-stakes testing and increased pressure on the students (Amrein & Berliner, 2002). Still, there are links to the effect that high-stakes testing results in improved performance among students. It is not however clear whether these results are realized when students with disabilities are involved. There is an urgent need for information on the specific effects of high-stakes testing of students with disabilities. For instance policy makers and decision makes at different levels of administration require this information to evaluate the effectiveness of the policy. Moreover, the identification of both negative and positive impacts of high-stakes testing is significant in improving the concept in general. This study is therefore ver

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