What are some limitations of high-stake testing for junior school learners in the USA? What areas, if any, need to be improved to enhance high-stakes testing among junior schools in the USA?

High-stakes testing is a method of evaluation that uses standardized tests to gauge the performance of students and efficiency of teachers, schools, and districts. In the United States of America, high-stakes tests are used to make crucial decisions such as school funding, teacher evaluations, student advancement to the next grade, and graduation (Kardong-Edgren & Mulcock, 2016). Examples of high-stakes tests in the USA include standardized mathematics and reading tests for junior learners, ACT and SAT for college admissions and Advanced Placement (AP) exams for college credit. However, this investigation will focus on high-stake testing for junior schools (Kardong-Edgren & Mulcock, 2016). Due to the high-stakes nature of the exam and the pressure for learners to perform due to the expectations of their parents and teachers, the approach may have negative psychological and emotional impact on the learner.
Background Information
Since its inception in the US in the early 1990s, high-stakes testing has become an essential tool in testing and evaluation for junior school learners in the US. However, the approach has faced several criticisms in its early years of implementation (Hayes, 2015). This led to significant reforms in the education sector with the formalization of the No Child Left Behind Act (NCLB) in 2001, which allowed permitted use of tests to gauge students’ achievement (Hayes, 2015). The passage of this Act mandated all the states to administer annual standardized tests in mathematics and languages for learners in grades 3 to 8. Rubin (2011) argued that findings from these tests showed that learners were making significant Adequate Yearly Progress (AYP) which significantly impacted accountability and funding decisions.
With the implementation of the NCLB Act, the use of high stakes among American junior schools has continued to evolve and expand, with schools in almost all the states using the tests for teacher evaluations and promotions and decision-making about learners’ grade promotion and graduation (Rubin, 2011). Despite widespread opposition and criticism, high-stakes testing remains an essential aspect of the educational landscape in the United States. Therefore, it is essential to evaluate the impact of high-stakes exams continually and to strike a balance between using test scores to measure student performance and recognizing the limitations of these exams as the only measure of student success.
Statement of the Problem
High-stake testing in the USA is one of the issues that divide stakeholders’ opinions as some people argue that it puts unnecessary pressure on learners while other argue that the approach is good for measuring outcomes and decision-making processes. According to critics, this may lead to little preparation for students rather than the learner’s holistic development (Rashid & Mahmood, 2020). Moreover, high-stake learning means that the learning is teacher-centered and examination-oriented rather than competence and learner-centered. Another limitation of high-stakes testing is the one-dimensional approach used by evaluators which means that the student’s achievement needs to reflect the learner’s abilities and potential fully.
Moreover, studies have found that teachers express their concerns about the impact of high testing on the learners’ ability to think critically, apply problem-solving skills, and effectively what is learned in real-life situations (Khasbani, 2019). On the contrary, proponents of high-stakes testing argue that it incentivizes teachers and schools to improve their pedagogical approaches in ensuring that learners perform well, thereby improving the school’s funding or recognition. In addition, high-stakes tests are used as a diagnostic tool in identifying critical areas of strengths and weaknesses in the learners, thereby informing the teachers about the instructional strategies used (Khasbani, 2019).
The objective of the Study
Stakeholders in the education sector have a diversified opinion on the effectiveness of high-stakes testing among junior school learners in the USA. Consequently, this investigation will explore the teachers’ perspective on high-stakes testing on junior school learners by examining the merits and demerits of the approach to the learners and other players in the sector.
Research Questions:
The following research questions guide the investigation:
What are the benefits of high-stakes testing to junior school learners in the USA?
What are some limitations of high-stake testing for junior school learners in the USA?
What areas, if any, need to be improved to enhance high-stakes testing among junior schools in the USA?

Last Completed Projects