273,098 research outputs found

    High-stakes testing

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    Relatively recent federal education initiatives, such as No Child Left Behind (NCLB; 2001), have focused on school accountability for student achievement including achievement of traditionally at-risk populations, such as students in special education, students from low-income or high poverty areas, and students who speak English as a new second language. Additionally, these federal initiatives also mandate that all students take the same test measuring grade level standards despite research that has demonstrated that students from at-risk populations are sometimes at a disadvantage on high-stakes tests. Furthermore, initiatives such as NCLB are often at odds with other education initiatives such as IDEA, which states that students in special education should be tested at their respective level. Therefore, the current study proposed to examine the relationship between Cattell-Horn-Carroll cognitive abilities and performance on a state-wide high-stakes achievement test. There currently are no studies examining such a relationship. This study used Multivariate Regression Analysis, in order to investigate the relationship between CHC cognitive and achievement abilities and performance on a state-wide high-stakes achievement test, namely the ISTEP+, with 45 children who had been referred for a psychoeducational evaluation to determine special education eligibility and who had also taken the ISTEP+. No statistically significant result was found between the WJ-III-COG broad CHC abilities and performance on the English/Language Arts and Math performance of the ISTEP+. Furthermore, no statistically significant result was found between the WJ-III-ACH and Math performance on the ISTEP+. However, a statistically significant result was found between the WJ-III-ACH Passage Comprehension subtest and the English/Language Arts portion of the ISTEP+. The results indicated that students who had higher scores on the Passage Comprehension subtest also had higher scores on the English/Language Arts portion of the ISTEP+. The current study took a step forward in the area of the relationship between CHC and academic achievement, particularly state-mandated high-stakes testing given the dearth of research in this area. Given the data from the current study indicating a statistically significant relationship between Passage Comprehension and English/Language Arts from the ISTEP+, the current study has practical implications for school psychologists, especially when school psychologists are being asked to make predictions regarding a student’s academic achievement. Results of the current study might help elucidate reading problems and recommended interventions for those reading problems.Department of Educational PsychologyThesis (Ph. D.

    High Stakes Research

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    UNLV professor Bo Bernhard is counting on research to help in the prevention and treatment of problem gambling in Southern Nevada and beyond

    Rise to the Challenge or Not Give a Damn: Differential Performance in High vs. Low Stakes Tests

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    This paper studies how different demographic groups respond to incentives by comparing performance in the GRE examination in "high" and "low" stakes situations. The high stakes situation is the real GRE examination and the low stakes situation is a voluntary experimental section of the GRE that examinees were invited to take immediately after they finished the real GRE exam. We show that males exhibit a larger difference in performance between the high and low stakes examinations than females, and that Whites exhibit a larger difference in performance between the high and low stakes examinations relative to Asians, Blacks, and Hispanics. We find that the larger differential performance between high and low stakes tests among men and whites can be partially explained by the lower level of effort invested by these groups in the low stake test.gender, competition, incentives, GRE, high stakes, low stakes, test score gap

    High-Stakes Tests Require High-Stakes Pedagogy

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    High-stakes mathematics tests continue to gain popularity in the United States, with an increasing number of states setting the passing of such tests as a high school graduation requirement. Consequently, instruction and instructional content have changed, with teachers emphasizing materials on the test while neglecting other important aspects of learning. The tests have become all-consuming, taking over many students\u27 lives. Yet students are often ill prepared for these tests. This is even more true for African-American students whose cultural and social circumstances make their preparation for high-stakes tests inadequate and ineffective. The author examines six such students - their hopes for the future, their preparation for the tests, and the impact of the tests on their lives

    Against the iterated knowledge account of high-stakes cases

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    One challenge for moderate invariantists is to explain why we tend to deny knowledge to subjects in high stakes when the target propositions seem to be inappropriate premises for practical reasoning. According to an account suggested by Williamson, our intuitive judgments are erroneous due to an alleged failure to acknowledge the distinction between first-order and higher-order knowledge: the high-stakes subject lacks the latter but possesses the former. In this paper, I provide three objections to Williamson’s account: i) his account delivers counterintuitive verdicts about what it is appropriate for a high-stakes subject to do; ii) the high-stakes subject doesn’t need iterated knowledge in order to be regarded as appropriately relying on the relevant proposition in practical reasoning; iii) Williamson’s account doesn’t provide a good explanation of why the high-stakes subject would be blameworthy if she were relying on the relevant proposition in her practical reasoning

    High Stakes Behavior with Low Payoffs: Inducing Preferences with Holt-Laury Gambles

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    A continuing goal of experiments is to understand risky decisions when the decisions are important. Often a decision’s importance is related to the magnitude of the associated monetary stake. Khaneman and Tversky (1979) argue that risky decisions in high stakes environments can be informed using questionnaires with hypothetical choices (since subjects have no incentive to answer questions falsely.) However, results reported by Holt and Laury (2002, henceforth HL), as well as replications by Harrison (2005) suggest that decisions in “high” monetary payoff environments are not well-predicted by questionnaire responses. Thus, a potential implication of the HL results is that studying decisions in high stakes environments requires using high stakes. Here we describe and implement a procedure for studying high-stakes behavior in a low-stakes environment. We use the binary-lottery reward technique (introduced by Berg, et al (1986)) to induce preferences in a way that is consistent with the decisions reported by HL under a variety of stake sizes. The resulting decisions, all of which were made in a low-stakes environment, reflect surprisingly well the noisy choice behavior reported by HL’s subjects even in their highstakes environment. This finding is important because inducing preferences evidently requires substantially less cost than paying people to participate in extremely high-stakes games.

    High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

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    Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences -- or stakes -- for student performance. The theory of action implied by this accountability program is that the pressure of high-stakes testing will increase student achievement. But this study finds that pressure created by high-stakes testing has had almost no important influence on student academic performance

    Seeking authenticity in high stakes mathematics assessment

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    This article derives from a scrutiny of over 100 national secondary mathematics examination papers in England, conducted as part of the Evaluating Mathematics Pathways project 2007-2010 by a team of eight researchers. The focus in this article is of the extent to which mathematics assessment items reflect and represent the current curriculum drive for increased mathematical applications in the curriculum. We show that whilst mathematics is represented as a human activity in the examinations, peopling assessment items may serve actually only to disguise the routinised calculations and procedural reasoning that largely remains the focus of the assessments, with the effect that classroom mathematics remains unchanged. We suggest that there are more opportunities for assessment items to illustrate mathematics in use, and we draw attention to ways of assessing mathematics that allow these opportunities to be taken

    Voting when the Stakes are High

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    Rational choice theories of electoral participation stress that an individual's decision to vote depends on her expected net benefit from doing so. If this instrumental motive is relevant, then turnout should be higher in elections where more is at stake. We test this prediction, by studying how turnout is affected by exogenous variation in governments’ financial flexibility to provide pork for their voters. By utilizing simultaneous elections for different offices, we identify a positive effect of election stakes on turnout.voter motivation, elections, turnout
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