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Author: Sheila A. Hendricks Publisher: ISBN: Category : Achievement tests Languages : en Pages : 198
Book Description
Teachers' perceptions on high-stakes tests can contribute to student engagement and risk taking, critical thinking, creativity, and self-assessment skills. This quantitative study explored how teacher perceptions fit within the domains of positive and negative aspects of high-stakes tests, instructional practices, student work quality, and pressure associated with high-stakes tests. The findings are results from surveys. The survey instrument is the revised version of the Perception of High-Stakes Testing by National Board Certified Teachers. The findings and their implications are explored through four lenses: positive/negative aspects of high-stakes tests, instructional practices, quality of student work, and pressure associated with high-stakes tests. Teachers responsible for teaching to high-stakes tests are assessed by their peers, administration, communities, school board, and state and federal education organizations. Connections to pedagogy and perceptions of high-stakes tests in secondary math and reading courses are discussed.
Author: Sheila A. Hendricks Publisher: ISBN: Category : Achievement tests Languages : en Pages : 198
Book Description
Teachers' perceptions on high-stakes tests can contribute to student engagement and risk taking, critical thinking, creativity, and self-assessment skills. This quantitative study explored how teacher perceptions fit within the domains of positive and negative aspects of high-stakes tests, instructional practices, student work quality, and pressure associated with high-stakes tests. The findings are results from surveys. The survey instrument is the revised version of the Perception of High-Stakes Testing by National Board Certified Teachers. The findings and their implications are explored through four lenses: positive/negative aspects of high-stakes tests, instructional practices, quality of student work, and pressure associated with high-stakes tests. Teachers responsible for teaching to high-stakes tests are assessed by their peers, administration, communities, school board, and state and federal education organizations. Connections to pedagogy and perceptions of high-stakes tests in secondary math and reading courses are discussed.
Author: Gail Carroll Peck Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 117
Book Description
High-stakes testing remains one of the most controversial aspects of No Child Left Behind legislation. The purpose of this study was to examine the perceptions of teachers regarding the impact of high-stakes testing on instructional practices in the area of mathematics. A secondary purpose was to explore the relationship between personal beliefs and instructional practices. For the purpose of this study, the standardized test utilized was Measures of Academic Progress (MAP), which significantly differed from most high-stakes tests in that it is a diagnostic growth measure. Forty first and second grade teachers completed two surveys utilizing a forced choice format, one indicating personal beliefs and one indicating actual practices. Participants also completed a Likert scale survey to identify perceptions specifically related to mathematics instruction, student engagement, and assessment. Teachers also responded to interview probes. Common threads emerged in the reviewed literature. The majority of researchers identified narrowing of the curriculum, loss of teacher efficacy, increased teacher and student stress, and a move back to a traditional 'skill and drill' methodology as the major consequences of high-stakes testing. Results obtained in this study supported previous research. Three themes emerged in this study: a) change occurred in actual practice more significantly in instructional practice than student engagement practices, b) the impact was not as negative as teachers perceived, and c) teachers had a significant emotional response to the culture of high-stakes testing.
Author: Steven A. Leever Publisher: ISBN: Category : Educational tests and measurements Languages : en Pages : 154
Book Description
The purpose of this qualitative study was to determine the perceptions that middle level teachers held regarding the impact of high-stakes PSSA testing on mathematics classroom instruction in Pennsylvania middle school/junior high schools. An online survey, a review of teacher lesson plans, and focus group video conference discussions were used to probe how the PSSA had influenced planning and instruction. The results of this qualitative study indicate that teachers displayed some degree of satisfaction with the use of standards in their classrooms, but viewed their success on high-stakes tests with a degree of skepticism. Teachers expressed that their successes on the PSSA tests were, in part, due to their own understanding of the test, not necessarily the abilities of their students.
Author: Arthur J. Reynolds Publisher: Cambridge University Press ISBN: 1139490451 Category : Psychology Languages : en Pages :
Book Description
Childhood Programs and Practices in the First Decade of Life presents research findings on the effects of early childhood programs and practices in the first decade of life and their implications for policy development and reform. Leading scholars in the multidisciplinary field of human development and in early childhood learning discuss the effects and cost-effectiveness of the most influential model, state, and federally funded programs, policies, and practices. These include Head Start, Early Head Start, the WIC nutrition program, Nurse Family Partnership, and Perry Preschool as well as school reform strategies. This volume provides a unique multidisciplinary approach to understanding and improving interventions, practices, and policies to optimally foster human capital over the life course.
Author: Susan Fuhrman Publisher: Teachers College Press ISBN: 9780807744253 Category : Education Languages : en Pages : 324
Book Description
Now more than ever, policymakers face a number of difficult and technical questions in the design and implementation of new accountability approaches. This book gathers the emerging knowledge and lessons learned offered by leading scholars in the field.
Author: Laura S. Hamilton Publisher: Rand Corporation ISBN: 0833033980 Category : Education Languages : en Pages : 193
Book Description
Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? And what kinds of tradeoffs do these testing policies introduce? This book responds to the growing emphasis on high-stakes testing and offers recommendations for more-effective test-based accountability systems.
Author: Committee on Appropriate Test Use Publisher: National Academies Press ISBN: 0309524954 Category : Education Languages : en Pages : 351
Book Description
Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used--and misused--in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education should--and should not--use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.
Author: Sheila A. Hendricks
Author: Sheila A. Hendricks
Author: Gail Carroll Peck
Author: Steven A. Leever
Author: Arthur J. Reynolds
Author: 
Author: 
Author: David Boesel
Author: Susan Fuhrman
Author: Laura S. Hamilton
Author: Committee on Appropriate Test Use