Skip to main content


Welcome, the Hub connects all projects

Library


Rethinking "High Stakes:" Lessons from the US and England and Wales

Abstract

"Based on fieldwork conducted in England, Wales and two American states, this paper suggests six themes about "high stakes testing." First, not all stakes are perceived to be equally high. Second, pressure to respond to a test comes from more than just formal stakes. Third, external pressure leads to symbolic responses outside the classroom. Fourth, external pressure can be useful for changing content taught. Fifth, external pressure is less effective in changing instructional strategy than content taught. Sixth, the effects of stakes will depend on a variety of other policy factors."

NOTE: This resource is published on the Teachers College Record web site. The link above will take you to an abstract page. To view the full-text for this article, you will need to either sign-in to Teachers College Record with the appropriate membership or purchase this article.

Comments

Comments are visible to site members only.

Current members may log-in to participate in the comments; others must apply to join.