Am I Just Stupid? Key Issues for Teachers Involved in High-Stakes Testing with Children Who Have Dyslexia

Abstract

Testing, of any kind, can often be an emotionally demanding and psychologically difficult experience for students: this is particularly the case, however, for individuals who have a disability affecting language and its development. This chapter explores the implication of this issue for educational practice, specifically key issues to consider for teachers who are involved (or potentially involved) in educational assessment of this varied population of students. Students who have dyslexia, a disability frequently affecting a child’s ability to read, write and remember/retain what they learn, are focused upon in discussion of teacher involvement in High-Stakes language testing. What follows argues that, when considering teacher involvement, a distinction should be made between the ‘High-Stakes’ testing of affected children for diagnostic purpose and that carried out for other purposes, such as for example, for the purpose of educational accountability. Major legal-ethical concerns about High-Stakes testing of this population in the name of educational accountability are highlighted, suggesting that it is not a case of how, but rather if teachers should be involved in this phenomenon. Testing of students by educators as part of diagnostic assessment and with the aim of better meeting their educational needs in practice is highlighted, in contrast, as an often tricky but worthwhile activity for practitioners. Reference is also made to a conceptual frame known as a ‘resistance accommodation model’ in consideration how educators involved in High-Stakes diagnostic assessment can best use assessment data and when planning educational support or interventions. The author calls on his experience as a specialist teacher and as an educational researcher in order to frame this discussion about recommended teacher practice.