Using Performance Assessments Instead of High-Stakes Tests: A Promising Strategy for a Better Future
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| Title: | Using Performance Assessments Instead of High-Stakes Tests: A Promising Strategy for a Better Future |
|---|---|
| Language: | English |
| Authors: | Hani Morgan (ORCID |
| Source: | Policy Futures in Education. 2025 23(7):1275-1290. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Performance Based Assessment, High Stakes Tests, Standardized Tests, Testing Problems, Multiple Choice Tests, Test Score Decline, Thinking Skills, Learner Engagement, Equal Education, National Competency Tests, College Entrance Examinations, Achievement Tests, Foreign Countries, International Assessment, Elementary Secondary Education |
| Geographic Terms: | United States, Singapore |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress, ACT Assessment, Program for International Student Assessment |
| DOI: | 10.1177/14782103251328406 |
| ISSN: | 1478-2103 |
| Abstract: | According to the National Assessment of Educational Progress (NAEP), US reading and math scores have recently dropped. This decline is believed to be the result of the school closings that occurred during the COVID-19 pandemic. The drop likely contributed to the increase in pressure educators are feeling to teach in a way that leads to higher test scores. Unfortunately, one of the ways many teachers are assessed in the United States is according to how well their students perform on high-stakes standardized tests, which often provide misleading information on the extent to which students are learning. The passing of the Every Student Succeeds Act (ESSA) alleviated some of the problems associated with using these tests to evaluate student learning and the effectiveness of teachers. However, after ESSA was passed, some states have continued to use tests for these reasons. The United States is not the only nation that implements high-stakes standardized tests to evaluate the academic skills of students. Many other nations use this approach. In addition to frequently providing inaccurate information on student learning, this approach to assessment is harmful in other ways. This paper reminds policymakers how harmful this approach to assessment can be. It also provides details on how the use of performance assessments can improve the way student learning is evaluated in America and the rest of the world. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484481 |
| Database: | ERIC |
| Abstract: | According to the National Assessment of Educational Progress (NAEP), US reading and math scores have recently dropped. This decline is believed to be the result of the school closings that occurred during the COVID-19 pandemic. The drop likely contributed to the increase in pressure educators are feeling to teach in a way that leads to higher test scores. Unfortunately, one of the ways many teachers are assessed in the United States is according to how well their students perform on high-stakes standardized tests, which often provide misleading information on the extent to which students are learning. The passing of the Every Student Succeeds Act (ESSA) alleviated some of the problems associated with using these tests to evaluate student learning and the effectiveness of teachers. However, after ESSA was passed, some states have continued to use tests for these reasons. The United States is not the only nation that implements high-stakes standardized tests to evaluate the academic skills of students. Many other nations use this approach. In addition to frequently providing inaccurate information on student learning, this approach to assessment is harmful in other ways. This paper reminds policymakers how harmful this approach to assessment can be. It also provides details on how the use of performance assessments can improve the way student learning is evaluated in America and the rest of the world. |
|---|---|
| ISSN: | 1478-2103 |
| DOI: | 10.1177/14782103251328406 |
