- Words: 1432
- Length: 5 Pages
- Topic: Teaching
- Paper #: 65007225
33). Investigations conducted by Wheelok, Bebell, and Haney (2000) provide overwhelming proof that students derive very little, if any, benefit from high-stakes testing.
Indeed, examining the self-portraits of students engaged in high-stakes testing show them to experience their environment in a way that makes them "anxious, angry, bored, pessimistic, and withdrawn" from the processes of learning and testing. Although almost nothing was positive in these assessments, older students were more