The Lower Order Expectations of High-Stakes Tests: A Six-State Analysis

• In Event: Poster Session 1
  In Poster Session: Approaches to Teaching the Social Studies

Abstract

The purposes of the U.S. public school accountability system are to both measure and promote student achievement, and while graduation tests are offering opportunities to measure achievement, they do not appear to be promoting achievement. Social studies researchers from six states sought to understand whether or not these tests are measuring what they are expected to by analyzing both the state social studies standards and their accompanying graduation tests for higher or lower-level cognitive demands. The analysis showed that while there were numerous and varied expectations in the state standards for the use of higher order cognitive skills, the primary expectation for student achievement on the graduation tests was limited to a low cognitive level.

Authors

• Nancy C. Patterson, Bowling Green State University

• Scott W. DeWitt, University of Cincinnati - Blue Ash College

• John W. Saye, Auburn University

• Whitney G. Blankenship, Rhode Island College

• Jill M. Gradwell, Buffalo State College - SUNY

• Caroline C. Sullivan, Georgia State University

• S. G. G. Grant, Binghamton University - SUNY