This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Susan M. Cahill, Kurt F. Geisinger, Ryan J. Kettler, Morgan L. Trevathan, Alexander Kunz, Yun-Jo An, James A. Bovaird, Linda A. Reddy, Adriana D'Alba, and David C. Berliner.
(2011). Creative and Critical Engagement: Constructing a Teen Vision of the World, English Journal. Today's high-stakes testing world has changed the English classroom a great deal, and perhaps one of the most dramatically affected areas has been that of creative writing. As all English teachers well know, creative writing does not easily lend itself to a multiple-choice test or a five-paragraph essay. As the authors began the push to prepare students for state tests–in their case, the Pennsylvania System of School Assessment, or PSSA–they struggled to work creative writing smoothly into the curriculum. It not only fails to mesh with the testing focus but also fails in making clear connections to literature. English classrooms often treat–and, through high-stakes testing, are often forced to treat–a work of literature like an animal on a dissection table. Each story, poem, or book needs to be analyzed for tension, irony, metaphor, status symbols, etc., and this dissection is never linked in any way to creative writing, even though the works being analyzed are, in fact, often creative works. The authors decided to create an extended unit that attempts to tie the acts of creation and reception together and allows students to experience writing and literature by putting them to work for the students' purposes. They incorporated creative writing over an extended period of time (about five months) in a manner that allowed sophomore students to write creatively and to engage their work–and the work of others–critically on completion. [More] Descriptors: Creative Writing, Figurative Language, Testing, High Stakes Tests
(2007). Collateral Damage: How High-Stakes Testing Corrupts America's Schools, Harvard Education Press. Drawing on their extensive research, Nichols and Berliner document and categorize the ways that high-stakes testing threatens the purposes and ideals of the American education system. For more than a decade, the debate over high-stakes testing has dominated the field of education. This passionate and provocative book provides a fresh perspective on the issue and powerful ammunition for opponents of high-stakes tests. Their analysis is grounded in the application of Campbell's Law, which posits that the greater the social consequences associated with a quantitative indicator (such as test scores), the more likely it is that the indicator itself will become corrupted–and the more likely it is that the use of the indicator will corrupt the social processes it was intended to monitor. Nichols and Berliner illustrate both aspects of this "corruption," showing how the pressures of high-stakes testing erode the validity of test scores and distort the integrity of the education system. Their analysis provides a coherent and comprehensive intellectual framework for the wide-ranging arguments against high-stakes testing, while putting a compelling human face on the data marshalled in support of those arguments. [Foreword written by Nel Noddings.] [More] Descriptors: High Stakes Tests, Social Influences, Scores, Test Bias
(2016). Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability, Teachers College Record. Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms (United States Department of Education, 2011). Yet, in this era of high stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: (1) What does school-wide inclusive reform for students with disabilities involve?; (2) What kinds of changes can result from inclusive reform?; and (3) What role does leadership play in inclusive reform? The chapter focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability. [More] Descriptors: Disabilities, Inclusion, Mainstreaming, Accountability
(2016). Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs, Contemporary Issues in Technology and Teacher Education (CITE Journal). Science teachers' experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants who had used computer games in teaching had more positive attitudes toward the use of educational computer games in the classroom than those who had not used games. Middle school teachers were more confident and reported a higher level of perceived benefits than did high school teachers. Potential distractions appeared to be the major concern the participants had about using computer games in the classroom. The major barriers to integrating educational computer games into the classroom included lack of computers, lack of time, time needed for preparation for school and national high-stakes testing, and lack of knowledge about science games. Participants indicated their greatest needs were computers and access to trial versions of games to integrate educational computer games effectively in their classrooms. Participants reported that a computer game must be aligned with state and national standards, free, compatible with school computers, fun, challenging, proven to be effective, and easy to use in order to be used in their classroom. [More] Descriptors: Educational Games, Computer Games, Science Teachers, Teaching Experience
(2016). Supporting Mathematics Instruction through Community, Mathematics Teaching in the Middle School. Raising expectations is nothing new. Every iteration of standards elevates the expectations for what students should know and be able to do. The Common Core State Standards for Mathematics (CCSSM) is no exception, with standards for content and practice that move beyond memorization of traditional algorithms to "make sense of problems and persevere in solving them" (CCSSI 2010, p. 6). Additionally, "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014) establishes expectations for teachers that mirror CCSSM expectations for students. Increasingly, the expectation is for teachers to move away from disseminating facts through lecture-based classrooms to fostering a community of mathematical doers who work together on rich mathematical tasks. The National Council of Teachers of Mathematics (NCTM) established the Equity Principle, which called for "high expectations and strong support for all students" (NCTM 2000, p. 12), but how are teachers being supported in this era of increasing expectations? This article describes a yearlong collaboration between a teacher (Morgan L. Trevathan) and a teacher educator (Joel C. Amidon) who explore what it means to provide support for mathematics teachers to improve practice, given the increased expectations and the plethora of external pressures (i.e., high-stakes testing and value-added assessments of teaching) toward a desired vision of mathematics instruction. [More] Descriptors: Mathematics Instruction, Teacher Collaboration, State Standards, Problem Solving
(2009). So Many Graphs, So Little Time, Mathematics Teaching in the Middle School. Interpreting graphs found in various content areas is an important skill for students, especially in light of high-stakes testing. In addition, reading and understanding graphs is an important part of numeracy, or numeric literacy, a skill necessary for informed citizenry. This article explores the different categories of graphs, provides examples, and briefly explains the uses and purposes of various types of graphs. [More] Descriptors: Graphs, Middle Schools, Mathematics Instruction, Secondary School Mathematics
(2011). High-Stakes Testing in Education: Science and Practice in K-12 Settings, APA Books. Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public education system, including local and state assessment development, assessing special populations, charter schools, and the role of college placement and entrance examinations. Also featured is a section focusing on validation practices, defining, and interpreting resulting test scores. Specific topics include the role of examinee motivation, obtaining and making decisions based on validity evidence, evidence of consequences, and considering contextual sampling effects when evaluating validity evidence. This text is for measurement practitioners, scholars, and advanced graduate students involved in researching and implementing practice and policies for high stakes testing. It will serve as a valuable reference for practitioners and an excellent resource for graduate level seminars in high stakes testing. This book begins with an introduction by James A. Bovaird, Kurt F. Geisinger, and Chad W. Buckendahl. It contains: (1) Current State of High-Stakes Testing in Education (Barbara S. Plake). Part I, Current Issues in Kindergarten Through Grade 12 Assessment, contains: (2) Local Development of a High-Stakes Assessment Program: Lessons Learned and Research Results Gained (John Crawford and Patricia Crum); (3) Setting Performance Standards on Alternate Assessments for Students With Disabilities (Abdullah A. Ferdous, Sue Bechard, and Chad W. Buckendahl); (4) Assessing English Language Skills in Education: Implications for Students With Limited English Proficiency (Anja Romhild and James A. Bovaird); (5) Student Achievement and Adequate Yearly Progress Within the Indiana Charter School System (W. Holmes Finch, Brian F. French, and Mary Baker); (6) Revising a Large-Scale College Placement Examination Program: Innovation Within Constraints (Kristen Huff and Gerald J. Melican); and (7) A Role for College Admissions Tests in State Assessment Programs (Sherri Miller and Jay Happel). Part II, Validity Considerations: Test Use and Consequences of Test Scores, contains: (8) Finding Validity Evidence: An Analysis Using the "Mental Measurements Yearbook" (Gregory J. Cizek, Heather K. Koons, and Sharyn L. Rosenberg); (9) A Model of Examinee Test-Taking Effort (Steven L. Wise and Lisa F. Smith); (10) Validity Arguments for High-Stakes Testing and Accountability Systems (Deborah L. Bandalos, Amanda E. Ferster, Susan L. Davis, and Karen M. Samuelsen); (11) Testing and Measurement From a Multilevel View: Psychometrics and Validation (Bruno D. Zumbo and Barry Forer); (12) A High-Stakes Use of Intelligence Testing: A Forensic Case Study (Chad W. Buckendahl and Brett P. Foley); and (13) High-Stakes Education Research: Enhanced Scrutiny of the Education System and Its Consequences (James A. Bovaird and Natalie A. Koziol). Part III, Looking Ahead, contains: (14) The Future of High-Stakes Testing in Education (Kurt F. Geisinger). An index is included. [More] Descriptors: Graduate Students, Test Use, Student Placement, Educational Research
(2009). Where Does Handwriting Fit in? Strategies to Support Academic Achievement, Intervention in School and Clinic. In today's environment of high-stakes testing, handwriting is a skill that is often overlooked in order to focus on other areas of the curriculum. However, research indicates that handwriting is tied to academic achievement, especially composition and literacy skills. This article provides strategies that can be used to support students with disabilities in the areas of handwriting, motor skill development, and practice during functional tasks. [More] Descriptors: Handwriting, Academic Achievement, High Stakes Tests, Psychomotor Skills
(2016). Creative Endeavors: Inspiring Creativity in a First Grade Classroom, Early Childhood Education Journal. With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named "Creative Endeavors", as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken. [More] Descriptors: Creativity, Early Childhood Education, Grade 1, Elementary School Students
(2016). Charting a Democratic Course for Global Citizenship Education: Research Directions and Current Challenges, Education Policy Analysis Archives. This article outlines research directions for global citizenship education, by emphasizing the centrality of democratic goals for schools in the 21st century. Despite a significant shift in educational policies and practices towards addressing education that respond to the conditions of globalization, there is not a clear vision regarding its role in schools. Furthermore, curriculum reforms such as global citizenship education inevitably face the issue of whether to adapt to neoliberal tenets of privatization, high stakes testing and standards-based accountability, or to resist and challenge these policies with alternative, democratic visions of schooling. This article argues that for global citizenship education to reach maturity, there is a need for a programmatic research agenda that addresses the complex dynamics that globalization has introduced to schooling, particularly the challenges to teaching and learning for helping youth to make sense of the world and their role in it. An analysis of recent advances in research and practice in civic education is used as a starting point to advance directions for global citizenship education. Two key directions are suggested: to gain a more secure foothold in schools and the need to focus on a shared conceptual focus that helps researchers, practitioners and other stakeholders to access the same body of practices and knowledge. [More] Descriptors: Citizenship Education, Global Approach, Democracy, Educational Change
(2012). High-Stakes Testing in South Africa: Friend or Foe?, Assessment in Education: Principles, Policy & Practice. The Jomtien conference in 1990 on Education for All is seen by many as a turning point for the introduction of increased monitoring and evaluation of the quality of education systems around the world. Internationally, debates have arisen about the nature and frequency of assessment and its impact on education systems with its intended and unintended consequences. The phenomenon of large-scale testing is a relative latecomer to South African education. Since 1994, large-scale assessments have been implemented in core subjects such as mathematics, science and language in national and international assessments. In this paper, various forms of the large-scale assessments in South Africa are discussed in relation to high-stakes testing and their effect on the education system as a whole in the light of international experience. [More] Descriptors: Test Use, Testing, High Stakes Tests, Measures (Individuals)
(2016). Integrating Common Core Content into Physical Education: Creating New Knowledge Connections, Journal of Physical Education, Recreation & Dance. Recent trends highlight the connection between engagement in physical activity and cognitive function. This is a key point to consider when designing physical education curricula and the activities that are included. By exposing students to material in a variety of ways students' interest can be sparked, yielding greater learning and understanding of material. Physical education classes are an ideal context for integrating multiple subjects because of the variety of outlets for practice and broad topics that can be covered. With the push for standards-based learning and high-stakes testing, teachers in all subject areas are being urged to find new ways to integrate concepts in their classes. With creativity, flexibility and basic knowledge in a wide variety of content areas, physical education teachers can reinforce concepts through tasks that allow students to truly engage with the content. This article highlights current research and provides examples for the integration of fourth-grade New Jersey Core Curriculum Content Standards into the physical education curriculum in an effort to help teachers advocate for more physical education time. [More] Descriptors: Physical Education, Common Core State Standards, Physical Activities, Physical Education Teachers
(2016). Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project, Teachers College Record. The accountability movement and high-stakes testing fail to attend to ongoing instructional improvements based on the regular assessment of student skills and teacher practices. Summative achievement data used for high-stakes accountability decisions are collected too late in the school year to inform instruction. This is especially problematic for students who require early intervention to remediate skill-specific difficulties, such as those identified for special education. The purpose of this chapter is to describe the School System Improvement Project's hybrid approach to utilizing both formative and summative assessments to (a) inform decisions about effective instruction based on all students' and teachers' needs, and (b) guide high-stakes decisions about teacher effectiveness. Five key components of the SSI Project are outlined, including: (a) the use of formative assessments; (b) data collection from multiple teacher and student measures; (c) an emphasis on instruction and service delivery for all students, including those with disabilities, from minority groups, or from marginalized populations, based on a continuum of need; (d) ongoing teacher and administrator support via a systematic problem-solving process and coaching; and (e) consideration of student growth or progress. The practical implications of this approach are provided along with recommendations for advancing research and policy. [More] Descriptors: Accountability, High Stakes Tests, Decision Making, Formative Evaluation
(2016). One Point Short: Let's Not Define Students by Their Test Scores, Education Next. Lauren Seymour recounts her experience as a first year teacher dealing with a senior who could not pass the math California High School Exit Exam (CAHSEE) through no fault of her own. Math so overwhelmed the student that she shuddered every time her math teacher approached her. Team interventions for this student in both basic operations and CAHSEE prep resulted in the student taking the CAHSEE again, and failing by just one point. After taking the test once again, this student went on to graduate high school and succeed at enrolling in a community college, began working for a grant writer, and wrote a proposal that got her high school new computers. Seymour believes this student's story illustrates that no person can or should be defined simply by a test score. On the other hand, without the CAHSEE, this student would not have worked so hard to acquire minimum math skills necessary for graduation. Seymour cautions that as the country embraces high-stakes testing, perhaps it should be pointed out that sometimes the conversation veers too far into test scores, and too far away from the children themselves. [More] Descriptors: High School Seniors, Mathematics Tests, Exit Examinations, Mathematics Anxiety
(2009). Can There Be an Alternative to the Centralized Curriculum in England?, Improving Schools. Schools and teachers in England have found themselves coerced into a situation where high-stakes testing, scrutiny of "performance" and the generation of data for competitive league tables have dominated the educational experience of young people. There is a growing recognition from all quarters that this model is failing and that alternative–and more creative–approaches are needed. The article examines whether there is sufficient professional confidence and autonomy to challenge the current hegemonic position. [More] Descriptors: Foreign Countries, Educational Experience, Teacher Attitudes, National Curriculum