Abstract:

Standardized testing is associated with the rise and spread of the neoliberal agenda that emphasizes the value of efficiency, growth, and accountability to achieve an economic success in a globalized world (Rizvi & Lingard, 2010). Standardized testing is a new form of governance and control that ensures that schools, teachers, students, and parents focus on the achievement of the particular curriculum standards and benchmarks (Graham & Neu, 2004).

The debates regarding the importance and need of standardized testing is infinite and indefinite. Some scholars argue that standardized assessments provide valuable information about student performance in a way that teachers can tailor their instruction based on the students’ learning needs (e.g., Hamilton et al., 2002). In addition, educational data can improve and support education (Campbell & Levin, 2008). However, standardized testing may corrupt teaching and learning. It occurs when teaching to the test is prioritized, when more time is allocated to the tested subjects and topics (Koretz, 2017), and when testing increases educational inequalities (Au, 2016). Some accountability measures can directly influence on school funding systems. One of such measures is value-added models (VAM) that identify the relationship between teacher instruction and student achievement (Amrein-Beardsley & Holloway, 2019). These models examine to what extent teacher instruction either adds value or detracts from student learning. This approach can become high stakes for teachers involving bonuses, corrective measures, and even the threat of being dismissed from a teaching position.

The implications of standardized testing and value-added modeling for Kazakhstani education system are important since Kazakhstan has recently piloted new updated version of the External Monitoring of Student Achievement. This low-stakes assessment is aimed to provide substantial information regarding the student performance in science, math, and literacy. However, it is essential to ensure that the process of test design is rigorous and follows the conventional standards of test development. Is is also important to ensure that no sanction are applied to the schools based on the student performance to minimize the impact of value-added modeling which as a tool could be used for research purposes.

Implications of testing are also crucial to discuss because given the high-stakes nature of the Unified National Exam and other high-stakes language tests in Kazakhstan, teaching and learning can become governed by the tests, thus jeopardizing the nature of quality education.