Lois Christie | Ananda Mahto | Dawn Parrish | Christopher Wood
Standards-Based Curriculum and Instruction
Testing has always been commonplace in schools—and while students have had to take tests for years, the SAT (Scholastic Aptitude Test) was first administered in 1926; high-stakes testing is largely the result of the No Child Left Behind (NCLB) Act. The intention of standardized tests is to capture student educational achievement and compare results of different schools in different districts. Parents and politicians are demanding more accountability by increasing the focus on a school’s academic record in addition to a student’s academic performance. These tests are now used to make policy decisions that extend beyond impacting only students; the standardized tests have become high-stakes tests for multiple stakeholders. The Florida Comprehensive Assessment Test (FCAT) is an example of a high-stakes test. The purpose of this paper is first to examine whether it is appropriate to use high-stakes test like the FCAT for high-stakes decisions and secondly are there better ways to assess students, teachers, and schools.