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Beyond High-Stakes Assessment
Abstract
High-stakes assessments in higher education serve a gate-keeping function for institutional and programmatic accreditation and determine outcomes for students on state boards and professional licensing and certification examinations. The assessments are defined by specific characteristics such as: a single, summative examination, a clear measure of success and failure, and significant consequences for candidates. Controversial aspects are related to whether they actually measure individual achievement or meaningful skills, the current mismatch between education and workplace needs, and the increased use of technology in instruction. Can high-stakes testing evolve and move with the times?
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