High Stakes Assessment

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High-Stakes Assessments and Special Education: Accountability or Absurdity High-Stakes Assessments and Special Education: Accountability or Absurdity In a world of high-stakes testing, are the implications that it has on our special needs population ever considered? This special population was once placed in a variety of subgroups which in some way assisted in the tracking or measurement of student growth. What has become of this tracking or growth measurement since the dawn of NCLB and now ESSA? Has this data been used to better serve this population of students or has it been yet another way to make them feel like failures? Have new ways to accommodate this population been discovered in order to level the playing field for these high-stakes …show more content…
M., Francis, D. J., O’Mally, K., Copeland, K., Mehta, P., & Caldwell, C. J. (2009, Summer). Effects of a bundled accommodations package on high-stakes testing for middle school students with reading disabilities. Exceptional Children, 75(4), 447–463. Retrieved from http://go.galegroup.com.proxy1.ncu.edu/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=AdvancedSearchForm¤tPosition=4&docId=GALE%7CA202627457&docType=Report&sort=Relevance&contentSegment=&prodId=AONE&contentSet=GALE%7CA202627457&searchId=R5&userGroupName=pres1571&inPS=true&authCount=1&u=pres1571#
Lederman, L. M., & Burnstein, R. A. (2006, Feb 1). Alternative Approaches to High-Stakes Testing. Phy Delta Kappan, 87(6), 429–432. Retrieved from http://journals.sagepub.com.proxy1.ncu.edu/doi/pdf/10.1177/003172170608700606
Sackel, J. (2006). Conflicting Policies: Special Education and High Stakes Testing in the United States and England. Washington Global Studies Law Review, 5(3), 611–637.
Ysseldyke, J., Nelson, J. R., Christenson, S., Johnson, D. R., Dennison, A., Triezenberg, H., ... Hawes, M. (2004). What We Know and Need to Know About the Consequences of High-Stakes Testing for Students With Disabilities. Exceptional Children, 71, 75–94.
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