Reading Assessment: Assignments and Activities

Transcription

1 Reading Assessment: Assignments and Activities Assignments and Activities Title 1: Baseline Fluency Assessment Learning Outcome 1: Identify the key principles of reading assessment. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Assignment Introduction Text: In this video clip, a teacher demonstrates how a baseline assessment for fluency is conducted by a teacher with her second-grade reader. While the student reads a short passage, the teacher is looking for fluency, accuracy, and prosody. As you watch the short clip, think about what the teacher is assessing and how you might evaluate this student s baseline fluency. Video Asset: Baseline Fluency Assessment URL: y&clipid=baseline_fluency_assessment.flv Question 1 Text: How does the teacher define fluency, accuracy, and prosody? Question 1 Hint: The teacher explains the purpose of the assessment at the end of the short clip. Watch for her definitions. Question 1 Feedback: Fluency is the rate or how fast the student is reading. Accuracy is how many words correct that the student reads. Prosody is the pacing and expression and knowledge of punctuation that the student demonstrates while reading.

2 Question 2 Text: What is the teacher s role during the assessment? Question 2 Hint: Note the teacher s actions while the student reads the short passage. How is she assessing a baseline for fluency? Question 2 Feedback: The teacher follows along with a duplicate script of the reading passage. She is marking errors, noting where she had to correct the student, and keeping track of the student s time. Question 3 Text: How might you identify this student s strengths and weaknesses in reading from what you can observe in this short clip? Question 3 Hint: Watch for places where the student hesitates. Look for areas where she demonstrates good reading skills. Question 3 Feedback: The student hesitates on the name Amanda and on some other words such as besides that might be unfamiliar to a second grader. She begins with good expression and keeps a good pace until some of the unfamiliar words begin to cause her difficulty. Question 4 Text: What good reader strategies does this second-grade student demonstrate? Question 4 Hint: What visual and auditory skills does she use? Question 4 Feedback: The student uses her finger to keep her place in the text. She tries to sound out words that are unfamiliar. She remembers the unfamiliar name that she was told earlier in the text when she encounters it again. Assignments and Activities Title 2: Forms of Assessment Learning Outcome 2: Describe the merits of good formal assessments and how they guide instruction. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools.

3 can interpret the results of these tests and assessments. Assignment Introduction Text: In this video clip, the male speaker gives a definition of each type of assessment. As you watch this video, try to make connections with each assessment type and think about the benefits and how they would be used to assess reading and inform instruction. Video Asset: Assessment Methods URL: on&clipid=assessment_methods.flv Question 1 Text: What three types of assessment does the speaker present? Question 1 Hint: He lists three types of assessment at the beginning of the clip. Question 1 Feedback: He mentions curriculum-based assessment, performance-based assessment, and portfolio assessment. Question 2 Text: By using the definitions provided by the speaker, which type of assessment would a teacher use to see if a student had mastered the benchmarks in reading established for his/her grade level. Question 2 Hint: This type of assessment is criterion referenced and tests students on the exact material that is part of the curriculum for that grade level. Question 2 Feedback: The type of assessment used to determine mastery of material that should be reached according to the curriculum and benchmarks for a particular grade level is called curriculum-based assessment. Question 3 Text: How might performance-based assessment be used for an assessment of reading? Question 3 Hint: The speaker hints that performance-based assessment is not always appropriate for every subject area. Think of ways that students could demonstrate comprehension through performance tasks. Question 3 Feedback: Performance-based assessment could be incorporated through such tasks as projects, skits, readers theater, and art work, which could demonstrate reading comprehension. Performance-based assessment gives students the opportunity to show what they know. Question 4 Text: Why is portfolio assessment popular with so many students including those with reading and learning disabilities? Question 4 Hint: The speaker gives various reasons that contrast portfolio assessment with pencil and paper assessments. Question 4 Feedback: Portfolio assessment gives a picture over time of what the student has accomplished. There is not the same pressure involved as in pencil and paper

4 tests. Although the reading teacher will want to use a variety of assessments for various purposes, students can demonstrate their growth in reading through artifacts collected in a portfolio. Students are often quite proud of the growth and achievement their portfolios show. Assignments and Activities Title 3: Definition and Demonstration of a Running Record Learning Outcome 3: Describe methods of informal reading assessment. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Standard Element 3.3: As a result, candidates use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. analyze, compare, contrast, and use assessment results to plan, evaluate, and revise effective instruction for all students within an assessment/evaluation/instruction cycle. Assignment Introduction Text: In this video clip, a speaker explains the informal assessment called running records. Then, a classroom example is shown with a teacher, Miss Haydel, conducting a running record with a student reading a passage from Henry

5 and Mudge and the Careful Cousin. As you watch the video, see if you can grasp the technique for scoring a running record and how this assessment helps to guide instruction. Video Asset: Using Assessment to Inform Instruction URL: gmethods&clipid=rmet_013_332.flv Question 1 Text: What is a running record and why is it considered an informal assessment? Question 1 Hint: The female speaker at the beginning of the clip defines the strategy. Question 1 Feedback: In a running record, the teacher listens to a student read a passage at the student s instructional level. This is a passage that is neither too difficult nor too easy. The teacher records check marks for each word read correctly and also indicates words that were replaced for other words or where words were skipped. This assessment can be done in the classroom without any special tests, extra cost, and any given time for the purpose of determining a student s reading progress. It is an informal assessment because there has not been any standardization process for the assessment. There are no performance norms. Question 2 Text: How does Miss Haydel explain the assessment to the student beforehand? Why is it important to give careful explanation and expectations for the assessment? Question 2 Hint: Pay close attention to the directions given to the student prior to the reading. Question 2 Feedback: The teacher makes sure the student is comfortable with the text by checking some prior knowledge. She gives clear directions and presents the assessment in a comfortable, informal manner. This eliminates stress and shows the student that she can be successful and will be supported. A supportive, stressfree environment will lead to better results. Question 3 Text: Why is it important to record errors as the student reads the passage? Question 3 Hint: Watch for Miss Haydel s explanation of what teachers can learn from errors and how analyzing errors can lead to better instruction. Question 3 Feedback: Errors can show patterns that can lead the teacher to see where vocabulary instruction, background information, or phonics or comprehension instruction is required. Question 4 Text: How often should a teacher do running records? What purpose does a repeated running record serve? Question 4 Hint: Miss Haydel gives some specific guidelines for how often running records should be done. Question 4 Feedback: Miss Haydel states that running records should be done at the beginning and at the end of the year at the very least to show students progress. Teachers may want to do this type of informal assessment more often to see

6 where further instruction and remediation are called for. Since it is an easy-toadminister informal assessment, it can be done more frequently than a formal assessment. Assignment and Activities Title 4: Informal Reading Inventory Learning Outcome 3: Describe methods of informal reading assessment. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Assignment Introduction: The following video clip shows a small portion of the overall informal reading inventory (IRI) process. As you watch the video, think about which of the several necessary IRI procedures are seen, and note specific aspects of those that are demonstrated. Video Asset: Informal Reading Inventory URL: gearts&clipid=lgar_002_71.flv Question 1 Text: Specifically, which of the many IRI procedures typically recommended are demonstrated on this video clip? Question 1 Hint: Consider the student s actions and behaviors, and also, those of the teacher.

7 Question 1 Feedback: In this individual assessment session, the student reads orally from an expository (i.e., informational) selection. During the student s oral reading, the teacher carefully follows along on a copy of the same material. When the student produces a miscue identifying the word beak as brake the teacher quickly marks this substitution on her copy of the selection. Immediately after the student completes the oral reading task, the teacher, to some extent, uses a retelling procedure to assess comprehension, asking the student to tell me everything you can remember from reading that passage. (During this short clip, no probes are demonstrated, that is, the teacher is not seen asking for forgotten information or higher-level understandings, as is usually recommended.) As the student relays the facts that she remembers, the teacher marks these off on a fact sheet provided by the publisher as a part of the IRI materials. Question 2 Text: To prepare for the IRI administration seen on this video clip, what tasks would the teacher likely have undertaken before meeting with the student? Question 2 Hint: Think of practical matters that a teacher must attend to in order to prepare for a useful assessment session, and also to keep in mind the needs of other students in his or her class. Consider the suggestions given in your textbook. Question 2 Feedback: Commonly, teachers do the following: (a) select a location for the assessment where other students cannot overhear the reading or responses to questions; (b) plan for an appropriate amount of time for the testing, often about 30 minutes for this individual administration; and (c) set up a recording device to record students responses for later analysis. Question 3 Text: The video clip starts during the testing procedure. However, to get accurate results, teachers typically carry out several steps with the student before the testing is begun. What pre-assessment steps do you think the teacher already has undertaken with the girl who is tested? Question 3 Hint: Think about what you have learned in your textbook. If a review would be helpful, return briefly to that section of the chapter. Question 3 Feedback: To prepare students for an IRI session, teachers frequently follow these guidelines: (a) Allow the student to become familiar with the recording device (speaking into it, listening, and so on) so that it does not later become a distraction, which could potentially alter the true picture of the student s reading behaviors. (b) Begin with a motivating purpose statement, such as, Read to find interesting information about one of the ocean s most intriguing creatures, the octopus. (c) Tell students before they read that the teacher will ask questions or check understanding in some other way at the completion of the reading. (d) If students are to read the selection orally because the purpose in this session is assessment do not allow a prereading of the selection silently. Question 4 Text: What other procedures could be shown on a video clip demonstrating IRI administration? That is, what additional procedures or alternative procedures are frequently advocated? Question 4 Hint: Consider information presented in your textbook chapter. After compiling your list, refer to this chapter to see if there are significant omissions,

8 comparing your list with the chapter text and with information in the figures and tables. Question 4 Feedback: In addition to procedures specified in the discussions for Questions 2 and 3, above, several additional and alternative procedures are the following. Commonly advocated/commonly implemented procedures: (a) The teacher should not mark miscues while the student is reading (taping allows the teacher to mark these later.) (b) At the beginning of the session, the student should read the graded word list (or prescreening sentences) provided with the published IRI materials to determine the most appropriate level for the first passage to be used in the testing. (c) In addition to oral reading, students should read passages silently, followed by probed retellings. Comprehension performance after oral reading versus silent reading should be compared. (d) Narrative, story-type passages should be used, as well as expository passages. (e) Some of the passages provided with the IRI materials should be used to assess listening comprehension. Uncommon procedures (available in some IRIs and often advocated, but less commonly used): (a) Assessing background knowledge about the passage before it is read. (b) Providing some passages with pictures and some without pictures for passages at the earliest reading levels. (c) Using interest and attitude surveys provided with the published IRI. (d) Determining reading rate based on IRI performance. (e) Using scoring procedures that distinguish between significant and insignificant errors. (f) Using longer passages that somewhat more closely approximate the length of reading selections found with authentic reading materials. Assignments and Activities Title 5: Methods of Authentic Assessment Learning Outcome 4: Name various methods of authentic assessment and explain their relationship to Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments.

9 understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Assignment Introduction Text: In this video clip, portfolios and other self-assessment techniques are discussed. An elementary school teacher uses portfolios to review past work with her students. Student self-evaluations, such as learning logs and samples of their work, help students participate in their own learning and gain confidence. As you watch the video, evaluate the use of portfolios for Video Asset: Portfolios and Self-Assessment URL: gmethods&clipid=rmet_014_248.flv Question 1 Text: What guidelines are used for portfolio collections? Question 1 Hint: The teacher offers suggestions for what might be guidelines that the classroom teacher gives students and what students self-select. Question 1 Feedback: The teacher will give the students guidelines for what work samples need to be in the portfolio, and later the students tend to select the work that they feel shows their best work or work that shows growth over time. Allowing the students to have input in selection teaches self-evaluation and goal setting. Question 2 Text: What elements of reading instruction are being assessed as the students share and discuss the work collected in their portfolios? Question 2 Hint: Watch for the types of items shared by the students and listen to the teacher s narration. Question 2 Feedback: These students are sharing reading examples, writing samples, and spelling and vocabulary work. As the teacher and students conference, there is opportunity to discuss in what areas the students have improved and where there is still need for growth. Question 3 Text: How does the use of portfolios help to integrate reading and other subjects? Question 3 Hint: Look at the types of work samples collected by the students. Are they only from reading? Question 3 Feedback: The portfolios should contain samples from all subjects and can be an overall assessment of student work. Therefore, students can see how subjects are related to one another and how their reading skills in social studies and science may have improved or how writing is done in all subjects.

10 Question 4 Text: Besides portfolios, what other types of authentic assessment help to give teachers a baseline assessment to guide instruction? Question 4 Hint: Look for the summary screen under Assessment in Literacy. Question 4 Feedback: Learning logs, student work samples, and computer work all provide indications of where students are at the beginning of the year. Teachers can monitor growth in literacy by monitoring students progress in these areas. Assignments and Activities Title 6: Using the Informal Reading Inventory Learning Outcome 5: Demonstrate strategies for observation and collection of informal assessment data. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Standard Element 3.3: As a result, candidates use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. analyze, compare, contrast, and use assessment results to plan, evaluate, and revise effective instruction for all students within an assessment/evaluation/instruction cycle.

11 Assignment Introduction Text: In this video clip, you will watch a fourth-grade boy take an informal reading inventory (IRI). You will hear him read graded word lists and one graded passage. As you watch the video, evaluate his oral reading performance and his comprehension of the story. Video Asset: Administering an Informal Reading Inventory URL: readingmethods&clipid=rm12_176.flv Question 1 Text: Based on how Keshawn read the graded word lists, how would you evaluate his sight word/decoding/phonics skills? Question 1 Hint: Pay attention to how Keshawn is reading the word lists and how easy/difficult the words are. Question 1 Feedback: Unfortunately, we do not know what level each of the word lists is. However, it seems that Keshawn s sight word vocabulary is sufficient, given that he easily read the first three lists of words. It seems his basic decoding skills are good; however, as he encounters unfamiliar multisyllabic words, he begins to struggle. The last word list is definitely at his frustration level. Question 2 Text: How would you evaluate Keshawn s background knowledge about eagles? How might his background affect his scores on the IRI? Question 2 Hint: Listen as Keshawn describes what he knows about eagles. Question 2 Feedback: Keshawn does not have extensive background knowledge of eagles. He knows what they are and that they have good eyesight, but otherwise does not describe much else regarding eagles their behaviors, habitat, or other unique characteristics. His lack of background knowledge may make it more difficult to understand the passage because he lacks the information to make connections to prior knowledge. Question 3 Text: Overall, the student did not appear to have much difficulty answering the questions about the passage he read. He did not quickly answer all questions. What might we say about Keshawn s comprehension based on this reading? Question 3 Hint: Listen as Keshawn reads the passage and answers the questions. Question 3 Feedback: Keshawn mispronounced several words, while others were indiscernible, so we cannot judge this reading to be of any particular level. He read with confidence, but he really seemed to miss the point of the passage. He could not attempt to answer the last question because he struggled the most with his oral reading during that part of the passage. Question 4 Text: Explain why the IRI is a practical assessment for teachers. Question 4 Hint: Think of its components and the time it takes. Question 4 Feedback: The IRI can be administered quickly. It takes little training to administer. A volunteer or aide could administer the IRI with the proper training. Basal series often contain these assessments. Teachers can learn to develop their own IRI with knowledge of question construction. The teacher can use the IRI to monitor growth frequently throughout the school year.

12 Assignment and Activities Title 7: The Test, Part 1 Learning Outcome 6: Discuss the pros and cons of high-stakes testing. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.2: As a result, candidates place students along a developmental continuum and identify students proficiencies and difficulties. compare, contrast, and analyze information and assessment results to place students along a developmental continuum. recognize the variability in reading levels across children in the same grade and within a child across different subject areas. identify students proficiencies and difficulties. recognize the need to make referrals for appropriate services. Assignment Introduction: In this video clip, proponents and opponents of Florida s high-stakes testing program discuss the results of its implementation in terms of the large number of students who are required to repeat a grade or are denied graduation. Governor Jeb Bush maintains that the strict use of the test, combined with the support students receive to help them pass the test, has resulted in increased achievement. This argument is counterbalanced by numerous testimonials of parents and students about how demoralizing the test and the use of the results have become. (Part 1) Video Asset: The Test, Part 1 URL: ations2008abc&clipid=the_test.flv Question 1 Text: What is the purpose of the FCAT assessment? The FCAT has been used for a number of years. Why has it recently become a controversial test? Question 1 Hint: Listen as the Nightline reporter, Jeffrey Kofman, discusses the history of the FCAT in the state of Florida. Question 1 Feedback: The purpose of the FCAT is to assess students basic skills in reading and math. During the school year, the state of Florida began demanding that students pass the FCAT in order to graduate high school. In

13 addition, promotion between grade levels was also dependent on students passing the FCAT. Students grades and other achievements are not considered when determining whether they should graduate. Question 2 Text: One student talked about the fact that she had a GPA of 2.8 but did not pass the FCAT and was being denied graduation. To what do you attribute this situation? How do you think this occurred? Question 2 Hint: Brainstorm several possible reasons why students might have a 2.8 GPA but not be able to pass the FCAT. Question 2 Feedback: Students might be able to obtain a 2.8 GPA but still struggle with the FCAT because of testing anxiety and/or poor preparation. If so many students are failing the FCAT, it could be a problem with the school s curriculum and what is being taught in comparison to what is being tested. Many lower income students and students for whom English is the second language struggle with this exam, so it could be that students lack the basic background knowledge needed to succeed on the exam. English language learners and lower income students may not encounter many of the natural learning experiences (going to the zoo, regularly being exposed to books at home, etc.) that other children might have as they grow up. This could make the FCAT more challenging for these students. Question 3 Text: What are some of the possible negative repercussions of the FCAT on students? Question 3 Hint: Listen as the parents, students, and school staff members reflect on the FCAT s effect on students. Question 3 Feedback: Many people believe that the high-stakes FCAT will demoralize students and cause them to question their self-worth and abilities. The fear is that this will result in an increase in the number of students who end up dropping out and discontinuing their education. Question 4 Text: How else could the results of the FCAT be used to improve the Florida education system without making it such a high-stakes test for students? Question 4 Hint: Reflect on the type of information that is gathered during the FCAT. What do educators learn about their students? How could educators use this knowledge to improve their student s education? Question 4 Feedback: The FCAT determines a student s progress in the basic skills of math and reading. If educators were able to analyze the student s tests by grade level, class level, or even individually, educators would be able to determine what skills and knowledge the students have not mastered and what needs to be retaught. The FCAT could also be used to determine if there were any issues or gaps in the current curriculum being taught to students. Assignment and Activities Title 8: The Test, Part 2 Learning Outcome 6: Discuss the pros and cons of high-stakes testing.

14 Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective Standard Element 3.2: As a result, candidates place students along a developmental continuum and identify students proficiencies and difficulties. compare, contrast, and analyze information and assessment results to place students along a developmental continuum. recognize the variability in reading levels across children in the same grade and within a child across different subject areas. can identify students proficiencies and difficulties. recognize the need to make referrals for appropriate services. Assignment Introduction: In this video clip, proponents and opponents of Florida s high-stakes testing program discuss the results of its implementation in terms of the large number of students who are required to repeat a grade or are denied graduation. Governor Jeb Bush maintains that the strict use of the test, combined with the support students receive to help them pass the test, has resulted in increased achievement. This argument is counterbalanced by numerous testimonials of parents and students about how demoralizing the test and the use of the results have become. (Part 2) Video Asset: The Test, Part 2 URL: ations2008abc&clipid=the_test_2.flv Question 1 Text: Large numbers of students are failing the FCAT (Florida Comprehensive Assessment Test). What does this say about the curriculum of the Florida schools? Question 1 Hint: Listen as the school principal discusses how she is changing her school s curriculum to increase students success on the FCAT. Question 1 Feedback: If large numbers of students are failing the FCAT, it indicates that what the FCAT is testing and what is being taught in the Florida schools do not correlate. If the FCAT is testing the state standards, then the curriculum should also be written and developed based on the state standards, so that the students are being tested on material that they have been taught. Question 2 Text: What is meant by teaching to the test? Why does this have such a negative connotation in the schools?

15 Question 2 Hint: Reflect on the school principal s comments on how she does not think of what she does as teaching to the test. Question 2 Feedback: Teaching to the test means that a school has developed a curriculum that is meant to teach what is on a specific high-stakes test. Students are taught specific strategies and skills that will be assessed on the test. The curriculum ends up being driven by the test, rather than by basic standards. Developing a curriculum based on a single test given once a year is not an effective way to determine what should be taught to students, and does not ensure that the students are getting a quality, well-rounded education. Question 3 Text: There is a great disparity between the public school profiled in this report and the magnet school. Why might this difference between two schools in the same state exist? Question 3 Hint: List several reasons that students at a magnet school might perform better on the FCAT than those at another public school. Question 3 Feedback: This difference might exist for several reasons. It could be that there is a difference in the socioeconomic status of the students in the schools, or the number of minority students in each school. It could also be attributed to the fact that the magnet school receives additional state funds for each student s education. It could be that the magnet school has a better developed curriculum that is more closely aligned to state standards. It could also be the increase in parental involvement at the magnet school. Question 4 Text: Supporters of the FCAT claim that it is not a high-stakes test. Opponents claim it is. What is a high-stakes test, and why does the Department of Education claim the FCAT is not high-stakes, while others claim it is? Question 4 Hint: Listen to James Warford discuss high-stakes tests. Question 4 Feedback: A high-stakes test is a single test that is used to determine an important outcome, such as graduation, promotion between grades, teacher success, or school quality. Supporters of the FCAT and other state assessments claim that it is not high-stakes because alternative assessments can be used to determine outcomes, and because students may have multiple opportunities to take the test. Opponents of the test claim that there is too much emphasis on this exam to make it fair for the students. Grades and other academic achievements should be taken into account when evaluating student success.