High stake testing refers to the use of a single test to make an essential life-changing decision of the examinee. The decision can include the choice to admit a student into college, determine whether they qualify for the next level or to assess their level of skills. Its usage has a long history and has gained popularity in the American and British education system. Although it was perceived a motivation factor for students especially when applied at the end of a period of study, it has proved to be controversial, as such, attracted a lot of criticism (Turlanbekova, 2015) . Its application during college admissions is no exception. Some of the main concerns are; the level of stress it expose the students, temptation of students into cheating and corrupt practices , and the erosion of the teaching profession to concentrate on what is likely to be tested. Both criticisms have been confirmed in various researched ( Turlanbekova, 2015; Jones, Jones, & Hargrove, 2003) . The current research paper evaluates the cultural competence of high stake testing and college entrance testing by reviewing three scholarly works before making a conclusion.
Rodriguez & Arellano, (2016), explores the influence of high stake testing on the Latino student population by focusing on their rate of high school exit and college enrolment. The Latino students, best fit the research because of their ability to exist in the USA states that offers standardized exit exams. Furthermore, they reportedly register a low performance on the test. Some other statistics about the Latino students that are worth noting include their high school completion rate that stands at an average 46% of the whole student population that enroll in school, their college enrollment rate being an average of 57% of the 46% that complete high school with 20% enrolling in a four-year college program.
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Emphasis on the high stake exam, especially after the introduction of the National No Child Left Behind (NCLB) Act of 2001, has focused on the holding teachers, schools, students and districts accountable. The consequences of poor performance, therefore, affects all the stakeholders in the education system even those that do not sit for the exam. The impact questions the main aim of its introduction that sought to elevate the education standards of the underrepresented student community (Rodriguez & Arellano, 2016).
A quantitative study that sought to investigate the impact drew a total of 2991 students drawn from six district school in the class of 2014 in the State of California. The study focused on examining five variables that included California High School Exit Exam (CAHSEE) math score, CAHSEE English Literature, and Arts (ELA) score, cumulative grade point average, number of attempts in taking the CAHSEE math exam and the number of attempts in taking the CAHSEE ELA exam. The data obtained from the research was exposed to a three-level analysis that included descriptive reporting, correlation and regression analysis (Rodriguez & Arellano, 2016).
The result of the study showed a high correlation between the performance of the students’ math and LEA exams. Similarly, most of the students were forced to join regional colleges as opposed to joining four-year colleges against their aspirations. The move was dictated by the fact that subsequent sitting for the exams resulted in diminishing scores. Therefore, the research concluded that the use of high stake testing failed to emphasize improvement of performance (Rodriguez & Arellano, 2016).
In another research, Federiiovv, (2014), seeks to establish the impact of high- stake school admission exams on the study efforts and achievement of students in Slovakia. The survey targeted students in Slovakia while Czech Republic students were used as a control group. It considered 4 th graders and subjected them to Trends in International Mathematics and Science Study (TIMSS) an international survey testing for large scale assessment. The study was however not confined to math test alone but also tested on their reasoning capability and application ability. The first administration of the test was conducted in 2007 and the second one in 2011 after the 2009 educational reforms in Slovakia (Federiiovv, 2014).
The finding of the study indicated that the presence of high stake exams in the admission to the academy schools influenced the performance of the students positively. The adjustment in their performance was about 20% and correlated to the influence to the end-of-year high stake exam. It was also noted that the variations were even higher on girls at 42% standard variation as compared to 25% for boys recorded in the most competitive district. The finding hinted the possibility of gender variations on the effect of high-stake admission exams while empohasised that the testing system was potential beneficial (Federiiovv, 2014).
Liu & Peng, (2015), engages in an almost similar study as Federiiovv, (2014). However the research focuses on the examination of the level of corruption in the college admission examination among college students in China. Since the reintroduction, if the standardized admission exam in 1977 the Chinese education stem has received enormous criticism. Some of the criticisms include possible corruption, regional bias and unfavorable timing of the examinations. The researchers sought to statistically analyze students’ perception and quantitative data in the investigation of the research question.
The findings of the study revealed that there was up to 15.8% of objective corruption while the subjective rate was up to 47.3%. The existence of corruption in the system indicates many factors that undermine the goal of admission exams among them, lack of transparency, tolerance of corruption and high-income expectation among the candidates. It further led to the students to have a decreased trust in the examination system and most of them made a less suitable career choice (Liu & Peng, 2015).
Discussion about the Findings and Conclusion
Out of the three pieces of research, it is evident that only one study attested to the presence of positive implication in the use of high stake exams. The two pieces of research identified negative attributes to its use. A keen analysis of the sample and duration the systems has been in place reveal some similarity. It explains why the high stake exams produced positive results in Slovakia as discussed by Federiiovv, (2014). The research included a sample of young 4 th -grade participants. However, Liu & Peng, (2015) and Rodriguez & Arellano, (2016) included a more mature sample that was able to make their own decision increasing their vulnerability to corrupting factors. Both examples were motivated by the aspirations to either earn good salaries of join four-year colleges respectively. Furthermore, the examination systems had been in place for more than ten years as opposed to three years in Slovakia.
The observation leads to the conclusion that the raised criticism on high stake exams and college admission exams are true. They put the students under enormous stress, compel them to engage in dishonest practices and compromise their aspirations in life. Furthermore, I agree with all the finding given their different settings and goals. Federiiovv's, (2014), research also points out that when the education system is managed well, high stake exams and college admission exams have the potential of motivating learners and influence their improved performance. However, it is not the role of only the learners by the broader education system that include schools, teachers, parents and the governmental institutions that govern education.
References
Federiiovv, M. (2014). The Impact of High-Stakes School-Admission Exams on Study Effort and Achievements: Quasi-Experimental Evidence from Slovakia. SSRN Electronic Journal . doi: 10.2139/ssrn.2499620
Jones, M. G., Jones, B. D., & Hargrove, T. Y. (2003). The unintended consequences of high-stakes testing . Lanham, Md: Rowman & Littlefield Publishers.
Liu, Q., & Peng, Y. (2015). Corruption in college admissions examinations in China. International Journal Of Educational Development , 41 , 104-111. doi: 10.1016/j.ijedudev.2015.02.003
Rodriguez, J., & Arellano, L. (2016). The Impact of High-Stakes Testing on Latina/o Students’ College Aspirations. Journal Of Hispanic Higher Education , 15 (2), 113-135. doi: 10.1177/1538192715627192
Turlanbekova, Z. (2015). Applicants' or Students' Perception of Kazakhstani Universities Admission Tests and Exams. Sociology And Anthropology , 3 (8), 414-423. doi: 10.13189/sa.2015.030805
