As a graduate of the Texas public education system, I was required, starting in 3rd grade, to pass the Texas Assessment of Academic Skills (TAAS) test for grade advancement and Texas Academic Skills Program (TASP) for entry into The University of Texas for my bachelors degree. I have been in the midst of students who did not pass one or both exams. Opponents of school testing cite research showing long-term damage to students who are retained. In place of standardized tests, strong support systems, high expectations, caring, and more long-term, concept mastery evaluations are suggested (White, 2005, ¶9). I thought in grade school, and continue to think now, the high-profile exams I was required to pass were appropriate queries of my knowledge.

Thesis

Criterion-referenced tests are essential to create credibility and value for diplomas.

Proof

High-stakes tests impact many important decisions including grade promotion, high school graduation, administrative incentives and penalties, and teacher placement (Kubiszyn & Borich, 2003, p. 21). An increasing number of states are requiring students to pass a test to graduate high school, without necessarily providing remediation for students who fail (Kubiszyn & Borich, 2003, p. 21).

Texas has established the Texas Essential Knowledge and Skills (TEKS) academic standards for reading, math, writing, science, and social studies (Student Assessment, Texas Education Agency). In the past, Texas administered the TAAS, and now administers the TAKS test on a criterion-referenced basis. Students and parents receive a report outlining the strengths and weaknesses of the student and a "pass", "pass with academic recognition", or "fail" result for each subject area. Students, parents, and teachers are able to better pinpoint where students and teachers need to concentrate. Over an eight year period, Texas was able to demonstrate, through the TAAS test, an increase in the percent of students meeting minimum state, academic expectations in reading, mathematics, and writing (Texas Assessment of Academic Skills, 2002).

Teachers should be encouraged to break from their bubble of subject-area focus they have traditionally been stuck in from teaching models of the industrial age (Marshak, 2003). A case study in co-teaching revealed how teachers were influenced in states with high-stakes tests and felt compelled to teach only test-related material (Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K., 2005). Instead of leaving out non-test teaching materials, teachers communicated with each other to compound educational value in classroom activities, in this case, computer class. In addition to teaching computer modeling, the computer teacher was able to create an activity that used computer modeling to teach world history. Students' test scores improved as a result and students requested copies of the software to take home for additional practice with other subject areas.

Refutation

Opponents of high-stakes testing work on the assumption where high standards are meant to drive low-performing disadvantaged students to work harder. The assumption of the high standards argument is students are all qualified to obtain high school diplomas. While an ideal education system would cycle all students through as educated graduates, not all students have the mental capacity, the personal motivation and persistence, or willingness to fulfill the requirements set forth by the education system. Deficient students are given the opportunity to re-take high-stake tests and should not graduate simply because they showed improvement, a capacity to learn, a willingness to participate, or the persistence to re-take tests and fail. The high school diploma should represent the ability to read, write, and do math for students who can demonstrate their mastery of state academic standards.

An Education Week survey showed "66 percent of teachers thought state tests were forcing them to concentrate too much on what was tested to the detriment of other important topics, and nearly half said they spent a 'great deal of time' helping students prepare for tests" (Doherty, 2002, ¶7). While students should learn more than what is on state tests, it is important for students to master essential, basic subject areas. The requirements on state exams should indeed supersede the education interests of individual teachers.

The American Educational Research Association made a statement concerning high-stakes testing, suggesting accommodations should be made for students not proficient in English (Kubiszyn & Borich, 2003, p. 21). In a country where government, business, and educational transactions are primarily English, high-stakes tests double as an assessment not only of content mastery, but communication skills. The added communication assessment is important, not something to protest. Surveys and research conducted by the government of Manitoba Canada, The Wall Street Journal, and the Association of Legal Administrators found communication and inter-personal skills among the highest demand skills of job applicants (Johnstone & Williams, 2003; Perry, 2002; The Association of Legal Administrators Competency-Based Education Job/Needs Analysis, 2004). Enabling students to avoid gaining proficiency in English does not benefit industries with shortages of job applicants nor the applicants in those industries. Knowing algebra is worthless if you don't understand the question where the details of the algebraic problem is explained.

Conclusion

Criterion-referenced testing is appropriate for schools when linked to the state's academic standards. Teachers can collaborate with others to compound educational activities to make up for time where education is spent directed on passing high-stakes tests. Texas has proven when test content is linked to state academic objectives, teachers and students are able to work together to improve education.

References

The Association of Legal Administrators Competency-Based Education Job/Needs Analysis. (2004, June 28). Association of Legal Administrators. Retrieved on June 27, 2005, from http://www.alanet.org/education/knowledgesurvey.html

Doherty, K. M. (2002, February 27). Assessment. Education Week on the Web. Retrieved June 27, 2005, from http://www.edweek.org/rc/issues/assessment/

Johnstone, P., & Williams, A. (2003, June 19). Manitoba Employer Survey 2000. Government of Canada. Retrieved on June 27, 2005, from http://www.hrsdc.gc.ca/en/mb/survey/employer-shortage.shtml

Kubiszyn, T., & Borich, G. (2003). Educational Testing and Measurement: Classroom Application and Practice (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Marshak, D. (2003, Nov). No Child Left Behind: A Foolish Race Into the Past. Phi Delta Kappan, 8(3), 229-231.

Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005, May). Case Studies in Co-Teaching in Content Areas: Successes, Failures, and Challenges. Intervention in School and Clinc, 40(5), 260-270.

Perry, D. (2002, May 20). Do You Have the Skills Most in Demand Today? The Wall Street Journal. Retrieved on June 27, 2005, from http://www.careerjournal.com/columnists/perspective/20020520-fmp.html

Student Assessment. Texas Education Agency. Retrieved on June 28, 2005, from http://www.tea.state.tx.us/student.assessment/

Texas Assessment of Academic Skills. (2002). Texas Education Agency. Retrieved on June 28, 2005, from http://www.tea.state.tx.us/student.assessment/reporting/results/swresults/august/g310nse_au.pdf

White, J. (2005, June 30). Activity 1-Arguement Against Testing [Msg 1]. Message posted to http://webct.ucf.edu/