High-Stakes Testing and the Default Philosophy of Education

A narrative inquiry of students with significant cognitive disabilities and the MCAS alternate assessment as told by their parents

“…However, these tests have negative consequences for students with significant cognitive disabilities (Janisch et al, 2007). The impact of this emphasis on high-stakes testing has relationships to deeply held educational philosophies and the ways those philosophies operate in schools (Gunzenhauser, 2003). Gunzenhauser (2003) defined philosophy of education as "the vision for the purpose and value of education" (p. 51).…”

“…The impact of this emphasis on high-stakes testing has relationships to deeply held educational philosophies and the ways those philosophies operate in schools (Gunzenhauser, 2003). Gunzenhauser (2003) defined philosophy of education as "the vision for the purpose and value of education" (p. 51). High-stakes testing has a significant effect on the philosophies of education, as the testing brings with it a default philosophy that places inordinate value on the outcomes or scores achieved on tests rather than the achievement that such scores purport to represent (American Psychological Association, 2018;Gunzenhauser, 2003).…”

“…Gunzenhauser (2003) defined philosophy of education as "the vision for the purpose and value of education" (p. 51). High-stakes testing has a significant effect on the philosophies of education, as the testing brings with it a default philosophy that places inordinate value on the outcomes or scores achieved on tests rather than the achievement that such scores purport to represent (American Psychological Association, 2018;Gunzenhauser, 2003). The lack of ability to reflect on teaching through engaging in dialogue about practices and goals within the school community contributes to this default philosophy (Gunzenhauser, 2003).…”

“…High-stakes testing has a significant effect on the philosophies of education, as the testing brings with it a default philosophy that places inordinate value on the outcomes or scores achieved on tests rather than the achievement that such scores purport to represent (American Psychological Association, 2018;Gunzenhauser, 2003). The lack of ability to reflect on teaching through engaging in dialogue about practices and goals within the school community contributes to this default philosophy (Gunzenhauser, 2003). Teachers may engage in practices that are counterintuitive to their own philosophies, creating a scenario in which teachers cannot achieve the visions they have of themselves as educators (Jones et al, 1999).…”

“…Nor are teachers able to experience the autonomy and creativity that is inherent in the profession (American Psychological Association, 2018). Instead, some teachers find themselves engaged in educational practices, such as teaching to the test, that they do not view as educationally sound due to pressure to meet school and district targets (American Psychological Association, 2018;Gunzenhauser, 2003). Teachers are unable to set their own visions and priorities due to the system of accountability.…”