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The debate over high-stakes testing programs plays out daily in newspapers, on TV, and in the business, education, legal, political, and research communities. This article examines some of the issues at the heart of this debate. Four main areas are covered: the types of tests used, the effects on student motivation and morale, the degree of alignment between the test and the curriculum, and the distinction between assessment of learning and assessment for learning. The article concludes by highlighting the need for teacher input in crafting testing programs that maximize benefits in each of these areas.
Sloane et al. (Sat,) studied this question.