•  
  •  
 

Wisdom in Education

Keywords

testing, curriculum, standardized tests, high stakes tests

Abstract

This opinion paper critically examines the use of high-stakes testing on special populations. Without appropriate accommodations, standardized exams are not valid for some students with special needs. Unfortunately, many classroom teachers who must initiate testing accommodations lack knowledge of appropriate accommodations and regularly fail to provide the necessary testing accommodations. The deficit understanding of testing accommodations makes comparisons between classrooms, schools, and districts invalid since some scores loose validity. Solutions specific to standardized testing and students with special needs are offered and a more encompassing solution to the problems incurred from these tests when used for high-stakes is suggested.

Author Statement

Dr Gary H Sherwin and Dr Todd Jennings are professors in the College of Education, California State University San Bernardino