American Evaluation Association Position Statement on High Stakes Testing In PreK-12 Education

"Accountability in Literacy Education."  The Reading Teacher, April 2005.

"The Challenges of Accountability."  Educational Leadership, November 2003.

"Test Today, Privatize Tomorrow."  Phi Delta Kappan, April 2004.

Abrams, Lisa M. and George F. Madaus. "The Lessons of High-Stakes Testing." Educational Leadership, November 2003.
The widespread implementation of standards-based reform and the federal government's commitment to test-based accountability ensure that testing will remain a central issue in education for the foreseeable future. Unfortunately, the research shows that high-stakes tests affect teaching and learning in predictable, often harmful ways.

Amrein, Audrey L. and David Berliner. "High-Stakes Testing, Uncertainty, and Student Learning." Education Policy Analysis Archives (EPAA) at Arizona State University, March 28, 2002.
This lengthy paper outlines a brief history of high-stakes testing and is followed by an analysis of eighteen states with severe consequences attached to their testing programs.

Ananda, Sri and Stanley N. Rabinowitz. “The High Stakes of High-Stakes Testing.” WestEd Policy Brief.
The question for policymakers is not whether to use high-stakes testing—the trend toward increased reliance on such testing will not and should not disappear any time soon. The question is how best to use high-stakes testing. This policy brief addresses both the benefits of and concerns raised by use of high-stakes testing and offers specific recommendations for policymakers seeking to incorporate these tests in state accountability systems.

Calkins, Montgomery, Santman (1998).  A Teacher’s Guide to Standardized Reading Tests.  Portsmouth NH: Heinemann.

Hoffman, James, Lori Czop Assaf, and Scott G. Paris. “High-Stakes Testing in Reading: Today in Texas, Tomorrow?” The Reading Teacher, February 2001. p. 482-492.

Jorgenson, Olaf and rick Vanosdall. "The Death of Science? What We Risk in Our Rush Toward Standardized Testing and the Three R's." Phi Delta Kappan, Vol. 83 No. 8, April 2002.
The authors raise an important question: Will standardized testing—or, more accurately, the politicization of the "standards" movement—snuff out the promise of inquiry-based methods for American science education?

Kohn, Alfie. “Fighting the Tests: A Practical Guide to Rescuing Our Schools.” Phi Delta Kappan. January 2001. p. 349-357.

Kohn, Alfie (2000).  The Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Portsmouth, NH: Heinemann.
http://www.alfiekohn.org/books/tcast.htm

Labaree, David F. "Resisting Educational Standards." Phi Delta Kappan. September 2000.
We have increasingly held the view that education is a private good, which should serve the individual interests of educational consumers, rather than a public good, which should serve the broader public interest in producing competent citizens and productive workers, Mr. Labaree points out. And the last thing we think we need is a standards effort that equalizes educational achievement.

Marcus, Jon. “The Shocking Truth About Our Public Schools.” Boston Magazine, October 12, 1999. 
Article about Massachusetts’ statewide standardized testing, MCAS, the Massachusetts Comprehensive Assessment System test. The MCAS “…ultimately will determine whether Massachusetts …[students] will ultimately graduate from high school.” Discusses various students’ and parents’ reactions to this test, as well as the pros and cons of the test.

Norton, John. “Now Comes the Hard Part.” Changing Schools in Long Beach, Fall 1999, p. 3-6.
Norton reports on the Long Beach Unified School District’s efforts to implement standards-based reform over the past few years. The reaction from teachers has been positive and negative, and the district continues to fine-tune its efforts to work with standards. The article states that “LBUSD’s leaders have a powerful vision of reform, but many on the front lines are frustrated and confused. The challenge, evaluators say, is helping teachers make sense of all the changes—and convincing them they can really make a difference for kids.”

Ohanian, S. “News from the Test Resistance Trail,” Phi Delta Kappan, January 2001, p. 363-366.
Ms. Ohanian offers readers reams of evidence showing that the Standardisto boat is leaking badly.

Popham, W. James. "All About Accountability / Why Assessment Illiteracy Is Professional Suicide." Educational Leadership, September 2004.
Popham address such topics as adequate yearly progress, teaching to the test, and using assessment for diagnostic purposes.

Sacks, Peter (1999).  Standardized Minds: The high price of America’s testing culture and what we can do to change it.  Cambridge MA: Perseus Books.

Sadowski, Michael. “Are High-Stakes Tests Worth the Wager?” Harvard Education Letter, September/October 2000.

Sadowski, Micheal. “What the AERA Says About High-Stakes Testing.” Harvard Education Letter, September/October 2000.

Santa, Carol Minnick. “High Stakes, Low Benefits.” Reading Today, December 1999/January 2000, p. 32.

Shannon, Patrick. “Politics of Reading.” The Reading Teacher, September 1999, p. 32-33.
Shannon relays his experiences as a parent with formulaic teaching, prescribed as a result of high-stakes testing.

Sirotnik, Kenneth A., and Kathy Kimball. “Standards for Standards-Based Accountability.” Phi Delta Kappan, November 1999, p. 209-214.
The authors write neither entirely for nor against the most recent standards movement, but propose 11 standards that accountability systems themselves should meet.

Stoskopf, Alan. “Reviving Clio Inspired History Teaching and Learning (Without High-Stakes Tests),” Phi Delta Kappan, February 2001, p. 468-473.

Thompson, Scott. “The Authentic Standards Movement and Its Evil Twin.” Phi Delta Kappan. January 2001, p. 358-362.

Wendy McColskey & Nancy McMunn, “Strategies for Dealing with High-Stakes State Tests,” Phi Delta Kappan, October 2000, p. 115-120.
The authors list strategies that district leaders can reference to give teachers permission, resources, and encouragement to avoid “teaching to the test” in the restrictive sense of the phrase. This article highlights a process to implement an educationally defensible list of test-preparation strategies so as not to undermine learning experiences for students.