Excellence in Education Versus High-Stakes Standardized Testing
Bibliographic Data
| ID | 4306153 |
|---|---|
| Authors | Asa G Hilliard (Georgia State University, corresponding author) |
| Year | 2000 |
| Volume | 51 |
| Issue | 4 |
| Pages | 293-304 |
| Publication date | 2000-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487100051004005 |
| OpenAlex | W2148598068 |
| Language | EN |
| Citations received | 11 |
| References cited | 8 |
The evidence is missing for high-stakes standardized testing of either intelligence or achievement as a reform tool, a tool for producing higher student achievement. The focus on invalid testing allows us to ignore the well-documented importance of the quality of teaching as a key factor in student achievement. There is no doubt that teachers can become powerful agents in raising the academic performance of children to high levels, regardless of common impediments such as poverty, bilingualism, and so forth. With the extreme and almost exclusive focus on high-stakes testing, we lose the opportunity to support valid staff development that would make all of our teachers powerful
Academic achievement · Achievement test · Economic growth · Economics · Excellence · Mathematics education · Pedagogy · Political science · Poverty · Quality (philosophy) · Standardized test · Higher Education Learning Practices · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
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History of Testing in the United States
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The Critical Issue of Excellence and Equity in Competency Testing
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| Unique citing works | 11 |
|---|---|
| Citations per year | 0,48 |
| Citation span | 2003 - 2019 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |