A theoretical model of stakes and their impacts

Abstract

High-stakes testing (HST) of entire student cohorts, in which students undertake compulsory tests with an uncertain outcome but a potential benefit, is increasingly used as a policy tool by countries seeking to improve achievement. Long established in the United States, high-stakes testing programs have become prominent features of the accountability landscape in many countries. Researchers have documented the impacts of high stakes testing on schools, teachers, and students (e.g. Polesel et al., Journal of Education Policy, 29(5), 640–657. 2014); (Segool et al., Psychology in the Schools, 50(5), 489–499. 2013); (Baker et al., Education Evaluation and Policy Analysis Archives, 21, 1–71. 2013..