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Creating high-stakes tests that have positive effects on instruction

What are tests, their objectives and how can these be qualified in qualitative ways, without compromising assessment standards? What is the essence of high stake tests, what kinds of assessments are required in these to make them competitive, yet achievable and objective in terms of results? What are the roles of students and assessors? Can these be organised with objectivity so as to make them have a positive impact on assessment? In a highly competitive, technologically accelerating world, where “,challenge”, is the key word and differentiation appears to eliminate mediocrity, how can educators, equally, qualitatively entrench the less able, slow learners and special needs, without discrimination, in an age, where a substantial number of students evade school, as pretext, to outwit tests etc.? This paper examines and evaluates the examiner or assessor, in so far as student centeredness is concerned. It also aims to revisit and critically examine various tests, their levels of difficulty, competitive standards and eliminate the mystery of fear and obscurity that surround assessment etc. It suggests solutions to make tests enjoyable and appreciable to all stakeholders, in order to have a positive impact and enhance progress and development.KEY WORDS: Create, Remove, Own, Win, Never

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