The DOI matches its Crossref record.
A Developmental Perspective on Standardized Achievement Testing
Abstract
Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students” attitudes and motivation. Our surveys of students in Grades 2–11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of students, especially low achievers, become anxious about tests, cheat, try half-heartedly, or use poor test-taking strategies. These reactions may preserve students’ feeling of competence when they receive low test scores, but they undermine the validity of the test scores and discourage genuine learning. A developmental perspective on testing may prevent students’ counterproductive reactions and may help to guide reforms in educational assessment.
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“attempts to maximize student and school scores appear to result in a lack of attention to the kinds of higher-order thinking involved in formative assessment (Paris et al. , 1991).”
From Teachers developing assessment for learning: impact on student achievement (2004) · cites this paper as Paris et al., 1991
In the citing paper
“However, the introduction of high-stakes state-mandated testing, such as now exists in England and most states in the USA, makes the effective implementation of formative assessment even more difficult.”
From Teachers developing assessment for learning: impact on student achievement (2004) · cites this paper as Paris et al., 1991
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Cited by
Sorted by citations
Teachers developing assessment for learning: impact on student achievement
Wiliam *, D., Lee, C., Harrison, C., & Black, P. (2004) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594042000208994 · Cited by 664
Metadata
- Authors
- Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L.
- Affiliations
- University of Michigan (US)
- Venue
- Educational Researcher
- Published
- 1991-06
- Volume
- 20
- Issue
- 5
- Pages
- 12-20
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W1997984114
- Cited by
- 182
- References
- 0
- Citations by year
- 2026: 1 · 2023: 3 · 2020: 6 · 2019: 1 · 2018: 3 · 2017: 6 · 2016: 5 · 2015: 6 · 2014: 9 · 2013: 8 · 2012: 7
- FWCI
- 14.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- test anxiety, student attitudes toward testing, test-taking strategies, cheating, low achievers, student motivation, test validity, educational assessment reform
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- CoChat. (2026). Citation check: A Developmental Perspective on Standardized Achievement Testing. https://app.cochat.ai/papers/10.3102/0013189x020005012
- The paper
- Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A Developmental Perspective on Standardized Achievement Testing. Educational Researcher. https://doi.org/10.3102/0013189x020005012
