Rethinking "high stakes": Lessons from the United States and England and Wales

Citation
Wa. Firestone et D. Mayrowetz, Rethinking "high stakes": Lessons from the United States and England and Wales, TEACH COL R, 102(4), 2000, pp. 724-749
Citations number
42
Categorie Soggetti
Education
Journal title
TEACHERS COLLEGE RECORD
ISSN journal
01614681 → ACNP
Volume
102
Issue
4
Year of publication
2000
Pages
724 - 749
Database
ISI
SICI code
0161-4681(200008)102:4<724:R"SLFT>2.0.ZU;2-F
Abstract
Based on fieldwork conducted in England, Wales, and two American states, th is paper suggests six themes about "high stakes testing." First, not all st akes are perceived to be equally high. Second, pressure to respond to a tes t comes from more than just formal stakes. Third, external pressure leads t o symbolic responses outside the classroom. Fourth, external pressure can b e useful for changing content taught. Fifth, external pressure is less effe ctive in changing instructional strategy than content taught. Sixth, the ef fects of stakes will depend on a variety of other policy factors.