Mode Comparability Studies for a High-Stakes Testing Program

2017 ◽  
pp. 357-371
Author(s):  
Dongmei Li ◽  
Qing Yi ◽  
Deborah J. Harris
Keyword(s):  
High Stakes Testing ◽  
High Stakes ◽  
Testing Program

scholarly journals LEAP-ing Toward Accountability? Ideology, Practice, and the Voices of Louisiana Educators

2015 ◽  
Author(s):  
Jim Horn
Keyword(s):  
School Climate ◽  
School Administration ◽  
High Stakes Testing ◽  
Document Analysis ◽  
High Stakes ◽  
Testing Program ◽  
State Test ◽  
Testing Practice ◽  
Teaching Curriculum ◽  
Development Of Attitudes

Louisiana educators at an urban K-5 school participated in a two-year study to share their experiences related to the implementation of a state high-stakes testing program (LEAP 21) that is used to make promotion decisions in grades 4 and 8. Observations, document analysis, and interviews were used to study the development of attitudes, perceptions, and practices related to the use of and consequences emanating from this testing practice. It was found that the state test has far-reaching effects on teaching, curriculum, school climate, students, parents, and school administration. The ideology of testing as a positive reform idea and the practice of testing as a constant and tangible threat, form the two poles of an experiential field that these educators encounter as figure and ground. The avoidance of failure and the threat of failure push these educators toward an ideological commitment to testing.

scholarly journals Group differences in test-taking behaviour: an example from a high-stakes testing program

2016 ◽  
Vol 24 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Tova Stenlund ◽  
Hanna Eklöf ◽  
Per-Erik Lyrén
Keyword(s):  
High Stakes Testing ◽  
Group Differences ◽  
High Stakes ◽  
Testing Program ◽  
Test Taking

scholarly journals Voices from the Frontlines:Teachers' Perceptions of High-Stakes Testing

2004 ◽  
Vol 12 ◽  
pp. 39 ◽  
Author(s):  
Brett D. Jones ◽  
Robert J. Egley
Keyword(s):  
Public Schools ◽  
Test Scores ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
Negative Effects ◽  
High Stakes ◽  
Testing Program ◽  
Positive Effects ◽  
The One ◽  
The Right

The purpose of this study was to investigate whether teachers perceived Florida’s high-stakes testing program to be taking public schools in the right direction. More importantly, we sought to understand why teachers perceived the tests to be taking schools in the right or wrong direction. Based on the survey results of 708 teachers, we categorized their concerns and praises of high-stakes testing into ten themes. Most of the teachers believed that the testing program was not taking schools in the right direction. They commented that the test was used improperly and that the one-time test scores were not an accurate assessment of students’ learning and development. In addition, they cited negative effects on the curriculum, teaching and learning, and student and teacher motivation. The positive effects cited were much fewer in number and included the fact that the testing held students, educators, and parents accountable for their actions. Interestingly, teachers were not opposed to accountability, but rather, opposed the manner in which it was currently implemented. Only by understanding these positive and negative effects of the testing program can policymakers hope to improve upon it. To this end, we discuss several implications of these findings, including: limiting the use of test scores, changing the school grading criteria, using alternative assessments, modifying the curriculum, and taking steps to reduce teaching to the test.

scholarly journals High-Stakes Testing & Student Learning

2002 ◽  
Vol 10 ◽  
pp. 18 ◽  
Author(s):  
Audrey L. Amrein ◽  
David C. Berliner
Keyword(s):  
Student Learning ◽  
Test Preparation ◽  
High Stakes Testing ◽  
High Stakes ◽  
Preparation Programs ◽  
Testing Program ◽  
History Of ◽  
The Individual ◽  
Testing Policies

A brief history of high-stakes testing is followed by an analysis of eighteen states with severe consequences attached to their testing programs. These 18 states were examined to see if their high-stakes testing programs were affecting student learning, the intended outcome of high-stakes testing policies promoted throughout the nation. Scores on the individual tests that states use were not analyzed for evidence of learning. Such scores are easily manipulated through test-preparation programs, narrow curricula focus, exclusion of certain students, and so forth. Student learning was measured by means of additional tests covering some of the same domain as each state's own high-stakes test. The question asked was whether transfer to these domains occurs as a function of a state's high-stakes testing program.

The High Risks of High-Stakes Testing

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (20) ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
High Stakes Testing ◽  
High Stakes

Proposal Would Fund Evaluation of High-Stakes Testing

2000 ◽  
Author(s):  
L. Rabasca ◽  
Keyword(s):  
High Stakes Testing ◽  
High Stakes

APA urges postponement of OCR resource guide on "high-stakes testing"

1999 ◽  
Author(s):  
Heather Roberts Fox
Keyword(s):  
High Stakes Testing ◽  
High Stakes ◽  
Resource Guide
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