American School Counselor Association (ASCA) Position
Professional school counselors recognize that standardized test results are one of many measures that can be used to assess student performance and learning. Professional school counselors advocate for the use of multiple criteria when educational decisions are made about student performance and oppose the use of a single test to make important educational decisions affecting students, teachers and schools.
The Rationale
The passage of the No Child Left Behind Act in 2001 (NCLB, 2002) legislated that schools be held accountable for the academic achievement of all students. High-stakes testing, which refers to the use of standardized test scores to determine levels of student achievement, became the decision-making, measurement vehicle. High-stakes test results are often used as a method to determine a student’s: academic placement, promotion and retention, graduation and intervention services. Other decisions made using standardized test results for schools and districts include: • increased or reduced funding at the state or local level • revision of curriculum • revision of teacher certification standards • appropriate accommodations for students with exceptional learning needs and English language learners • evaluation of instructional personnel High-stakes assessments have a direct and significant effect on the academic future of the student being assessed, and increasingly, on the teacher’s career and reputation, and the school’s status in the community, as well as access to local, state, and federal school funding (Duffy, Giordano, Farrell, Paneque, & Crump, 2008). When results from standardized tests are the only factors used to make educational decisions, these decisions may not be fully informed as other factors can provide additional information related to student achievement.
The Professional School Counselor’s Role
Professional school counselors recognize that standardized test results provide valuable information related to student achievement. However, these results only provide a partial picture of student learning. When important educational decisions are made, professional school counselors advocate for the use of multiple criteria in the decision-making process. These criteria may include but are not limited to:
• standardized tests results
• portfolios
• projects
• work samples
• classroom performance
Professional school counselors support the educational initiatives of the school by organizing and implementing a comprehensive school counseling program which aligns with the academic mission of the school and providing support to students, teachers and administrators by:
• Monitoring student achievement data and achievement related data(grades, attendance, school engagement, discipline referrals, retention rates, SAT/ACT, etc.).
• Disaggregate data to inform instruction and strengthen curriculum.
• Providing support to teachers through collaboration and teaming.
• Providing direct student services in the areas of study skills, test-taking skills, stress reduction, and test anxiety among other topics.
• Work with administrators on communication to home and faculty to aid in maintaining a healthy school and classroom assessment environment
Professional school counselors recognize some of the unintended consequences as a result of mandated, high-stakes assessments include: a redirection of time and resources away from innovative, creative learning programs and comprehensive school counseling programs toward strict emphasis on basic skills (McReynolds, 2006); the belief that student achievement is best measured by a standardized assessment as compared to multiple and culturally-contextual criteria; and student and family anxiety and stress, as well as educator stress and burnout (Duffy et al., 2008). In collaboration with other educators, professional school counselors also advocate for:
• appropriate testing conditions and administration of standardized tests
• opportunities to retake a test when a student is unsuccessful in one administration
• opportunities to take comparable tests when a student is unsuccessful in one administration
• the use of standardize tests norm referenced with all student populations
• discontinuation of standardized tests that show socioeconomic or cultural bias
The role of a professional school counselor should not include clerical or administrative activities that take them away from implementing a comprehensive school counseling program (i.e., test coordinators). Research has shown that serving in these capacities is not compatible with the school counselor’s role and prevents the school counselor from positively impacting student achievement, school climate, and directly supporting the school’s academic mission. (Brown, Galassi, & Akos, 2004; Duffy et al., 2004; Fitch & Marshall, 2004). Time should instead be invested in working with students and staff on issues such as test-taking skills, time-management skills and stress management within the framework of a comprehensive school counseling program.
Summary
Professional school counselors recognize the use of standardized test results as one of many measures of student achievement and success. Professional school counselors reject the use of high-stakes tests or the use of any other single measurement instrument as the only indicator of student success. The professional school counselor encourages multiple measures when life-influencing decisions are being made.
Professional school counselors recognize that standardized test results are one of many measures that can be used to assess student performance and learning. Professional school counselors advocate for the use of multiple criteria when educational decisions are made about student performance and oppose the use of a single test to make important educational decisions affecting students, teachers and schools.
The Rationale
The passage of the No Child Left Behind Act in 2001 (NCLB, 2002) legislated that schools be held accountable for the academic achievement of all students. High-stakes testing, which refers to the use of standardized test scores to determine levels of student achievement, became the decision-making, measurement vehicle. High-stakes test results are often used as a method to determine a student’s: academic placement, promotion and retention, graduation and intervention services. Other decisions made using standardized test results for schools and districts include: • increased or reduced funding at the state or local level • revision of curriculum • revision of teacher certification standards • appropriate accommodations for students with exceptional learning needs and English language learners • evaluation of instructional personnel High-stakes assessments have a direct and significant effect on the academic future of the student being assessed, and increasingly, on the teacher’s career and reputation, and the school’s status in the community, as well as access to local, state, and federal school funding (Duffy, Giordano, Farrell, Paneque, & Crump, 2008). When results from standardized tests are the only factors used to make educational decisions, these decisions may not be fully informed as other factors can provide additional information related to student achievement.
The Professional School Counselor’s Role
Professional school counselors recognize that standardized test results provide valuable information related to student achievement. However, these results only provide a partial picture of student learning. When important educational decisions are made, professional school counselors advocate for the use of multiple criteria in the decision-making process. These criteria may include but are not limited to:
• standardized tests results
• portfolios
• projects
• work samples
• classroom performance
Professional school counselors support the educational initiatives of the school by organizing and implementing a comprehensive school counseling program which aligns with the academic mission of the school and providing support to students, teachers and administrators by:
• Monitoring student achievement data and achievement related data(grades, attendance, school engagement, discipline referrals, retention rates, SAT/ACT, etc.).
• Disaggregate data to inform instruction and strengthen curriculum.
• Providing support to teachers through collaboration and teaming.
• Providing direct student services in the areas of study skills, test-taking skills, stress reduction, and test anxiety among other topics.
• Work with administrators on communication to home and faculty to aid in maintaining a healthy school and classroom assessment environment
Professional school counselors recognize some of the unintended consequences as a result of mandated, high-stakes assessments include: a redirection of time and resources away from innovative, creative learning programs and comprehensive school counseling programs toward strict emphasis on basic skills (McReynolds, 2006); the belief that student achievement is best measured by a standardized assessment as compared to multiple and culturally-contextual criteria; and student and family anxiety and stress, as well as educator stress and burnout (Duffy et al., 2008). In collaboration with other educators, professional school counselors also advocate for:
• appropriate testing conditions and administration of standardized tests
• opportunities to retake a test when a student is unsuccessful in one administration
• opportunities to take comparable tests when a student is unsuccessful in one administration
• the use of standardize tests norm referenced with all student populations
• discontinuation of standardized tests that show socioeconomic or cultural bias
The role of a professional school counselor should not include clerical or administrative activities that take them away from implementing a comprehensive school counseling program (i.e., test coordinators). Research has shown that serving in these capacities is not compatible with the school counselor’s role and prevents the school counselor from positively impacting student achievement, school climate, and directly supporting the school’s academic mission. (Brown, Galassi, & Akos, 2004; Duffy et al., 2004; Fitch & Marshall, 2004). Time should instead be invested in working with students and staff on issues such as test-taking skills, time-management skills and stress management within the framework of a comprehensive school counseling program.
Summary
Professional school counselors recognize the use of standardized test results as one of many measures of student achievement and success. Professional school counselors reject the use of high-stakes tests or the use of any other single measurement instrument as the only indicator of student success. The professional school counselor encourages multiple measures when life-influencing decisions are being made.