Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction

2007 ◽  
Vol 80 (4) ◽  
pp. 285-313 ◽  
Author(s):  
John B. Diamond
Keyword(s):  
Low Income ◽  
Classroom Instruction ◽  
High Stakes Testing ◽  
High Stakes ◽  
The Road ◽  
Collegial Interactions ◽  
Instructional Content ◽  
Using Data ◽  
The Impact ◽  
Testing Policies

In this article, the author examines the link between high-stakes testing policies and classroom instruction. Using data from classroom observations and interviews with teachers, he argues that these policies influence instruction but are mediated by teachers and filtered through their collegial interactions. He shows that teachers link the influence of high-stakes testing policies to instructional content (the knowledge and skills that they emphasize) more often than pedagogy (how they engage students around instructional content). As a result, didactic instruction dominates, especially in predominantly low-income and African American schools, in a policy environment that encourages addressing racial and class achievement gaps by increasing the use of interactive forms of instruction. The author concludes that researchers should be cautious not to overstate the impact of these policies on pedagogy and educational equity.

scholarly journals The Impact of Performance Goals on Cheating Depends on How Performance is Evaluated

2019 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke
Keyword(s):  
Experimental Design ◽  
High Stakes Testing ◽  
Performance Goals ◽  
Performance Tests ◽  
High Stakes ◽  
Academic Cheating ◽  
Evaluation Standards ◽  
Evaluation Standard ◽  
New Knowledge ◽  
The Impact

We investigated how evaluation standards employed in performance tests affect the impact of performance goals (here: focused on appearance) on academic cheating. Thereby, we assumed that appearance goals would only lead to increased cheating if students’ performance was presumably evaluated based on results rather than on strategies applied to solve the questions. 169 university students (68.6% female) participated in an experimental design with 2 (induced appearance goals versus no goal induction) x 2 (process-based versus result-based evaluation standards) between-subject conditions. We assessed cheating using a confederate student observing participants’ behaviors and by measuring whether participants reported that they solved unsolvable questions. Confirming our hypotheses, we found that students were only more likely to cheat when appearance goals were induced and the evaluation standard focused on the results. This new knowledge helps to explain mixed findings regarding how performance goals affect cheating and provides opportunities to reduce cheating in high-stakes testing situations.

Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering

2019 ◽  
pp. 1079-1092 ◽  
Author(s):  
Sachin Ahuja
Keyword(s):  
Data Mining ◽  
Blended Learning ◽  
Knowledge Creation ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Master's Level ◽  
Undergraduate Level ◽  
Instructional Content ◽  
Using Data ◽  
The Impact

Student engagement in traditional teacher centered model of teaching is limited to independent working or working in a small group on a task designed by the teacher. Flipped classroom is a blended learning strategy that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. Various studies support and recommend flipped model of teaching at graduate and undergraduate level but very less have analyzed the impact of flipped classroom on academic performance and especially knowledge creation at post graduate level. In this paper we are analyzing the performance and knowledge creation of master's level students using Data Mining Techniques in a flipped classroom model.

scholarly journals Nonlinear Dynamics in the Finance-Inequality Nexus in China-CHNS Data

2019 ◽  
Vol 11 (1) ◽  
pp. 191 ◽  
Author(s):  
Mohammad Masudur Rahman ◽  
Guan Fuquan ◽  
Laila Arjuman Ara
Keyword(s):  
Financial Development ◽  
Low Income ◽  
Income Group ◽  
High Income Group ◽  
Middle Income ◽  
Linear Effect ◽  
Quantile Regression Model ◽  
Income Groups ◽  
Using Data ◽  
The Impact

This paper empirically investigates the effects of financial development on incomes of Chinese residents particularly within various income groups using data from six provinces by applying the Quantile Regression model. The Greenwood and Jovanovich hypothesis that illustrates the inverted U shaped relationship between financial development and income inequality is tested. This empirical study demonstrates that financial development has a positive but non-linear effect on the annual income of individuals from various income groups at different quantiles. The effect is an inverted U or Kuznets effect indicating an increase at first and then a drop. As for the distribution of the impact on various income groups, the low-income group is under the most dominant influence followed by the high-income group with the middle-income groups receiving relatively smaller influence. Findings indicate that promoting balanced financial development would help to ease the income gap between Chinese residents.

Complicating What it Means to ‘Struggle’: One Young Child's Experience with a Mandated Literacy Initiative

2009 ◽  
Vol 10 (3) ◽  
pp. 218-231 ◽  
Author(s):  
Tamara Glupczynski Spencer
Keyword(s):  
New York ◽  
New York City ◽  
Early Literacy ◽  
Literacy Practices ◽  
High Stakes Testing ◽  
Literacy Curriculum ◽  
High Stakes ◽  
School Based ◽  
Using Data ◽  
Reading First Initiative

In this article, the author explores the implementation of the K-3 Reading First initiative and its recommendation for scientifically based reading curricula. During a time of high-stakes testing and accountability, this policy has emphasized a skills-based approach to reading and placed importance on scripted teaching models. Using data from a qualitative study in a public school in New York City, the author draws on the experiences of one young child to see how the standardization of early literacy curriculum shaped his school-based literacy practices.

scholarly journals Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing

2019 ◽  
pp. 1-50
Author(s):  
Jennifer A. Heissel ◽  
Emma K. Adam ◽  
Jennifer L. Doleac ◽  
David N. Figlio ◽  
Jonathan Meer
Keyword(s):  
Standardized Testing ◽  
Low Income ◽  
Stress Responses ◽  
Test Performance ◽  
Physiological Stress ◽  
High Stakes Testing ◽  
High Stakes ◽  
Regular School ◽  
The Difference ◽  
And Performance

We examine how students' physiological stress differs between a regular school week and a highstakes testing week, and we raise questions about how to interpret high-stakes test scores. A potential contributor to socioeconomic disparities in academic performance is the difference in the level of stress experienced by students outside of school. Chronic stress – due to neighborhood violence, poverty, or family instability – can affect how individuals' bodies respond to stressors in general, including the stress of standardized testing. This, in turn, can affect whether performance on standardized tests is a valid measure of students' actual ability. We collect data on students' stress responses using cortisol samples provided by low-income students in New Orleans. We measure how their cortisol patterns change during high-stakes testing weeks relative to baseline weeks. We find that high-stakes testing is related to cortisol responses, and those responses are related to test performance. Those who responded most strongly – with either increases or decreases in cortisol – scored 0.40 standard deviations lower than expected on the high-stakes exam.

scholarly journals How neoliberal globalization is shaping early childhood education policies in India, China, Singapore, Sri Lanka and the Maldives

2017 ◽  
Vol 16 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Amita Gupta
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sri Lanka ◽  
Postcolonial Theory ◽  
High Stakes Testing ◽  
Education Policies ◽  
High Stakes ◽  
Neoliberal Globalization ◽  
Childhood Education ◽  
The Impact

In rapidly globalizing systems of schooling around the world, economic considerations have led to a push to impose neoliberal reforms in the field of education. Under this influence early childhood education and teacher education in Asia have increasingly become positioned as regulated markets governed by neoliberal policies, leading to peak activities in privatization, consumerism, standardization and high-stakes testing. This article, based on a series of qualitative inquiries, presents a review of recent early childhood policies in India, China, Singapore, Sri Lanka and the Maldives. The impact of the policies on pedagogy is discussed within the frameworks of neoliberal globalization and postcolonial theory, emphasizing the growing need to recognize the third space of pedagogical hybridity in classrooms that are becoming increasingly multicultural and global.

The Impact of the MCAS: Teachers Talk about High-Stakes Testing

2001 ◽  
Vol 91 (1) ◽  
pp. 79 ◽  
Author(s):  
Catherine Luna ◽  
Cara Livingstone Turner
Keyword(s):  
High Stakes Testing ◽  
High Stakes ◽  
The Impact

scholarly journals The impact of participation in employment-based retirement savings plans on material hardship

2015 ◽  
Vol 15 (4) ◽  
pp. 407-428
Author(s):  
BRADLEY T. HEIM ◽  
SHANTHI P. RAMNATH
Keyword(s):  
Income Distribution ◽  
Low Income ◽  
Positive Impact ◽  
Retirement Savings ◽  
Program Participation ◽  
Material Hardship ◽  
Short Term ◽  
Financial Difficulties ◽  
Using Data ◽  
The Impact

AbstractTo contribute to a retirement plan (barring an increase in income), an individual must either reduce consumption or increase debt. Using data from the 2004 wave of the Survey of Income and Program Participation, we examine the extent to which contributing to 401(k)-type accounts leads to an increase in short-term financial difficulties, particularly among low-income individuals. After instrumenting for plan take-up, we find that contributing to a 401(k) plan appears to have a small positive impact on the presence of any material hardship and debt holding among the lowest income quintiles, though that effect diminishes further up the income distribution.

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