Bibliography: High Stakes Testing (page 16 of 95)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include US House of Representatives, Steve Farenga, Karen Jean Lessler, Maharaj Desai, Nancy Frey, Ian Hardy, Aldrich Sabac, Daniel Ness, Margarita Ines Berta-Avila, and Dale Johnson.

Bichi, Ado Abdu; Hafiz, Hadiza; Bello, Samira Abdullahi (2016). Evaluation of Northwest University, Kano Post-UTME Test Items Using Item Response Theory, International Journal of Evaluation and Research in Education. High-stakes testing is used for the purposes of providing results that have important consequences. Validity is the cornerstone upon which all measurement systems are built. This study applied the Item Response Theory principles to analyse Northwest University Kano Post-UTME Economics test items. The developed fifty (50) economics test items was administered to a sample of 600 students. The data obtained was analysed using XCALIBRE 4 and SPSS 20v softwares to determine items parameters base on IRT models. Indicate that, the test measure single trait by satisfying the condition of unidimensionality. Similarly, the goodness of fit test revealed that, the two parameter IRT model was more suitable since no misfit item was observed and the test reliability was 0.86. The mean examinee ability was 0.07 (SD = 0.94).The mean item difficulty was -0.63 (SD = 2.54) and mean item discrimination was 0.28 (SD = 0.04). 16 (33%) items were identified as "problematic" based on difficulty indices, 35 (71%) also failed to meet the set standards on the basis of discrimination parameters. it can be concluded that, using the IRT approach, the NWU Post-UTME items are not stable as far as item difficulty and discrimination indices are concerned. It is recommended that, the Post-UTME items should be made to pass through all process of standardisation and validation; test development and content experts should be involve in developing and validating the test items in order to obtain valid and reliable results which will lead to valid inferences.   [More]  Descriptors: Item Response Theory, Test Items, Difficulty Level, Statistical Analysis

Alford, Clayton Ronald (2010). Cognitive Dissonance Experienced by Secondary General Education Teachers When Teaching Inclusion Classes, ProQuest LLC. The findings from this qualified phenomenological research study involved 20 secondary general education teachers who taught inclusion classes. The research study investigated the lived experiences and perceptions of teachers through in-depth interviews and using a modified van Kaam method of data analysis, Atlas.ti 6 software, and Microsoft Excel to corroborate involvement between teacher efficacy and dissonance. Ten themes emerged from the research study: (a) class size, (b) students' learning modalities, (c) dissonance from high-stakes testing, (d) inadequate professional development, (e) inclusion classes required an inordinate amount of preparation, (f) teachers should receive higher compensation for instructing inclusion classes, (g) empathy for special-needs students, (h) dissonance had an adverse effect on efficacy, (i) pressure from high-stakes testing increased teacher dissonance, and (j) co-teachers should have subject matter content certification. All the emerged themes influenced the quality of teacher efficacy. Recommendations include provision for enhanced meaningful professional development for teaching in the inclusion setting that will produce optimal results for students.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Teacher Effectiveness, General Education, Testing, Data Analysis

Johnson, Dale; Johnson, Bonnie; Farenga, Steve; Ness, Daniel (2007). Stop High-Stakes Testing: An Appeal to America's Conscience, Rowman & Littlefield Publishers, Inc.. This book is a compelling indictment of the use of high-stakes assessments with punitive consequences in public schools. The authors trace the history of the policy and document the inequities for children of poverty that undergird high-stakes testing practices. Lack of dental and medical care, environmental violence, insufficient school funding, racism, and classism–all factors that contribute to this dire situation–are discussed in depth. The authors make a convincing case for discontinuing the unjust testing that has been forced on the nation's public school children. After the Foreword (Delores Malcolm), this book is organized into the following chapters: (1) High-Stakes Testing: A Brief History; (2) Chronic Racism; (3) Health Issues; (4) Violence and Safety Concerns in the Community, the School, and the Home; (5) School Funding Inequities; (6) The Tutoring Industry; and (7) Life Experiences.   [More]  Descriptors: Access to Health Care, Medical Services, Testing, High Stakes Tests

Fisher, Douglas; Frey, Nancy (2016). Increased Expectations, Widening Gaps, and Opportunities to Engage Students: Extending the Conversation Begun by Cassidy, Ortlieb, and Grote-Garcia, Literacy Research and Instruction. The Common Core State Standards (CCSS; National Governors Association [NGA] Center for Best Practices & Council of Chief State School Officers [CCSSO], 2010) are "hot," and authors Douglas Fisher and Nancy Frey think that is the way they should be. In this article they explain why they think that it is worth the time to focus on the new standards and how that focus should be shifting from knowing the standards to enacting them. Although they acknowledge that the development of the standards might have been handled a bit more democratically and that a few more literacy educators and experts might have been invited to participate in the development of the standards, Fisher and Frey recognize that the standards were in draft form and many people, including the two of them participated in providing feedback on the structure and contents of the standards. The authors write here that one of their reasons for suggesting the standards to be worthy of attention relates to the expectations the standards establish for students. The authors also note that they have met and taught scores of students who read more and better because the teacher expected it. They recognize that the rigorous expectations alone found within the CCSS do not offer a cure for less proficient readers, however the gap highlighted by the standards provides an opportunity for teachers and researchers to identify new ways to engage students in literacy learning. The authors believe that in all likelihood high stakes testing will continue to gain attention because everyone wants to know how these new expectations are going to be measured. Beyond that they hope that the profession will turn to more effective lesson design. They see renewed interest in literacy instruction strategies and comprehensive literacy efforts. The authors' answer the question of what it will take for teachers to transition from passive literacy learning to active learning strategies by saying it will take trust, lesson design, time, and coaching. It all begins with expectations.   [More]  Descriptors: Expectation, Achievement Gap, Educational Opportunities, Common Core State Standards

US House of Representatives (2016). Next Steps for K-12 Education: Upholding the Letter and Intent of the Every Student Succeeds Act. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 25, 2016). Serial No. 114-40. This document records testimony from a hearing held to learn what actions the Department of Education intends to take to implement the Every Student Succeeds Act and to help ensure the department acts in a manner that strictly adheres to the letter and intent of the law. Under the new law, authority over accountability, teacher quality, and school improvement is restored to State and local leaders. The law also brings new transparency and accountability to the department's rulemaking process, ends the era of federally mandated high-stakes testing, repeals dozens of ineffective programs, and sets the department on the path of becoming smaller, not bigger. Member statements were provided by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. A witness statement was provided by: Honorable John B. King, Acting Secretary, U.S. Department of Education. Additional submissions include: (1) Mr. Scott: Letter dated February 25, 2016 from Dignity In Schools; (2) Honorable Glenn Thompson, a Representative in Congress from the state of Pennsylvania: Letter dated February 25, 2016 from National School Boards Association (NSBA); (3) Honorable Joe Wilson, a Representative in Congress from the state of South Carolina; (4) Questions submitted for the record by: Chairman Kline; Mr. Thompson; and Honorable Luke Messer, a Representative in Congress from the state of Indiana; and (5) A response to questions submitted for the record by Acting Secretary King.   [More]  Descriptors: Elementary Secondary Education, Federal Legislation, Educational Legislation, Accountability

Davis, Melissa Ferman (2011). The Influence of High-Stakes Testing on Science Teacher Perceptions and Practices, ProQuest LLC. The purpose of this study was to examine influences of standards-based reform and high-stakes testing on teacher practices and perceptions in high school science classrooms. A literature review suggested that teacher practices and perceptions are affected by emphasis on standards-based reform and high-stakes testing and that state level implementation of national accountability requirements and experiences of individual teachers vary. The central research question addressed the effects of national, state, and local emphasis on high-stakes test scores on high school science teachers' practices and perceptions in one suburban school district. A mixed methods study utilizing a single-stage, cross-sectional survey, which included closed and open-ended items, was distributed to two subgroups of science educators. The first subgroup included teachers whose students take a high-stakes test at the end of the course and the second included teachers whose students do not have to take such a test. Quantitative responses were coded and independent measures t tests used for data analysis. Qualitative data were analyzed in accordance with the phenomenological tradition. Findings indicated that most teachers reported their practices were affected by the pressures of testing and that, in practice, the subgroups were largely similar. Differences between subgroups included the use of problem-solving strategies and the influences of professional development. The data collected indicated some teachers lack a clear understanding of national science standards and some would benefit from professional learning related to student-centered practices. This study promoted social change by encouraging teachers to engage in ongoing inquiry which is necessary to advance practices that will prepare students to succeed academically.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Suburban Schools, Testing, High Stakes Tests, Social Change

Stuckart, Daniel W.; Glanz, Jeffrey (2010). Revisiting Dewey: Best Practices for Educating the Whole Child Today, Rowman & Littlefield Education. Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural heritage. Opponents contend that testing results in prolific cheating, higher drop-out rates, and a narrowing curriculum with emphases on teaching to the test. Moreover, some evidence suggests that a singular focus on passing the test at all costs leads to neglect in other areas including attending to students' spiritual and ethical needs as well as developing abilities to collaborate with others, communicate effectively, and innovatively solve problems. Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.   [More]  Descriptors: Federal Legislation, Educational Change, High Stakes Tests, Testing

English, Andrea R. (2016). Dialogic Teaching and Moral Learning: Self-Critique, Narrativity, Community and "Blind Spots", Journal of Philosophy of Education. In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching offer a different view of teaching, one that counters mechanical, transmissive or "monologic" teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of "being with learners" and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners' identification and exploration of their own blind spots–that is, the limits of knowledge and ability–and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching.   [More]  Descriptors: Moral Development, High Stakes Tests, Educational Policy, Teaching Methods

Berta-Avila, Margarita Ines; William-White, Lisa (2010). A Conscious Agenda for Cultivating Future Teachers' Equity and Social Justice Paradigms, Teacher Education and Practice. This qualitative study illuminates the challenge of preparing teacher candidates to engage critically about social justice issues in their planning and instruction in a yearlong teacher education credential program in a northern California university. Using co-narrative to describe the study in tandem with thematic analyses of candidates' artifacts from a critical pedagogy framework (Duncan-Andrade & Morrell, 2008; Freire, 1970) and a critical literacy framework (Cadiero-Kaplan, 2004; Shor, 2009), we found that (1) instructional themes and topics in candidates' lesson plans do not often broach the realities and experiences of the linguistically and culturally diverse students in their classrooms; (2) themes and topics of lessons are indicative of candidates' tendency to play it "safe" with regard to critical theory teaching while adhering to high-stakes testing mandates and expectations within site placements; and (3) student teachers need additional modeling and scaffolding within their teacher preparation program along with support from their cooperating teachers within their site placements to actualize critical pedagogy and multicultural education tenets. The paradox: A more prescriptive and conscious approach must be used with candidates to (1) analyze "diversity" through the real circumstances of their students and (2) reflect critically on their positionality and paradigm, the "act of teaching," and what that entails within a U.S. high-stakes testing climate.   [More]  Descriptors: Social Justice, Preservice Teacher Education, Student Teachers, Critical Theory

Ansley, Brandis M.; Houchins, David; Varjas, Kris (2016). Optimizing Special Educator Wellness and Job Performance through Stress Management, TEACHING Exceptional Children. In addition to the stressors common to many K-12 teachers, such as high-stakes testing, a lack of autonomy, and high mental and emotional demands, special educators also address the unique needs of their students, team-teach, and maintain caseload responsibilities (Emery & Vandenberg, 2010). Many who enter the profession are fulfilled by the nature of their work, which involves helping students overcome obstacles. Yet, to effectively do so, special education teachers must balance multiple roles that require them to sustain high levels of physical and mental energy over extended periods. Such high demands in the job design of special educators could lead to chronic and persistent stress and adversely affect their wellness, job performance, and ultimately, student outcomes (Emery & Vandenberg, 2010; Jennings & Greenberg, 2009; Shen et al., 2015). Fortunately, effective coping strategies can be self-taught by using quality informational resources or by hiring professionals who specialize in wellness or stress management (e.g., counselors, personal trainers, life coaches). Coping skills can be practiced individually, with a group of people, informally, or even under the supervision of a trained professional. As this article points out, special educator instructors have been using stress management skills concepts due to their knowledge of using different strategies and finding what works best for individuals as they routinely draft and execute personalized plans specific for their students. Similarly, special educators can apply their differentiation skills to create their own personalized plans for coping effectively with stress. The goal of stress reduction plans should be to reduce thoughts and behaviors that exacerbate stress and replace these with thoughts and behaviors that improve wellness.   [More]  Descriptors: Special Education Teachers, Wellness, Job Performance, Stress Management

Lewis, Steven; Hardy, Ian (2015). Funding, Reputation and Targets: The Discursive Logics of High-Stakes Testing, Cambridge Journal of Education. This paper provides insights into teacher and school-based administrators' responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program–Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault's notions of disciplinary power and subjectivity, and Pierre Bourdieu's concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the "field of schooling practices". The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate.   [More]  Descriptors: High Stakes Tests, Reputation, Benchmarking, Academic Standards

Tintiangco-Cubales, Allyson; Daus-Magbual, Arlene; Desai, Maharaj; Sabac, Aldrich; Von Torres, Maynard (2016). Into Our Hoods: Where Critical Performance Pedagogy Births Resistance, International Journal of Qualitative Studies in Education (QSE). This study focuses on Pin@y Educational Partnerships (PEP), an Ethnic Studies educational pipeline that the five authors have been part of. PEP is in direct opposition to neoliberalism by providing an educational experience for youth to positively transform themselves and their communities. As part of PEP's transformative curriculum, we employ Youth Participatory Action Research (YPAR) and critical performance pedagogy. In contrast to high-stakes testing, traditional texts, and rote activities, the practice of YPAR has become popular among social justice teachers. YPAR emphasizes the "acquisition of knowledge on injustice as well as skills for speaking back and organizing for change." Similar to education, the stage can also be a tool to reproduce cultural hegemony or can be a forum where actors–both performers and audience members–can imagine, voice, and transform a better world. Like YPAR, critical performance pedagogy utilizes the stage as a place to expose the problems students face and build students' agency to advocate for social justice "in their hoods." In this article, we provide a case study of how Ethnic Studies teachers in PEP combine YPAR with critical performance pedagogy to engage youth in an education that is responsive to students' lives. The key components to a community responsive Ethnic Studies pedagogy are developing and growing students' critical consciousness, agency, and their identity as transformative leaders. This article looks deeply at how these components are developed in PEP while also highlighting the building of a community that is "bonded through collective action."   [More]  Descriptors: Youth Programs, Partnerships in Education, Action Research, Social Justice

Lessler, Karen Jean (2010). High-Stakes and Non-Stakes Testing States and the Transfer of Knowledge to Students' Advanced Placement Test, Advanced Placement U.S. History Test, and SAT Exam Scores, ProQuest LLC. The Federal education policy No Child Left Behind Act (NCLB) has initiated high-stakes testing among U.S. public schools. The premise of the NCLB initiative is that all students reach proficiency in reading and math by 2014. Under NCLB, individual state education departments were required to implement annual assessments in grades two through eight within the math and English disciplines. These annual tests are considered high-stakes testing because low test scores within certain sub-groups, result in possible sanctions for school districts, such as reduced federal funds.   Growing evidence, however, shows NCLB has not met its objective to improve academic achievement, especially among low wealth school districts. President Obama has shifted the focus of NCLB away from sanction and penalties on failing school district scores to rewarding and promoting high achieving school districts. Also, teacher quality has been brought to the forefront.   The purpose of this study was to determine whether high-stakes testing has an impact on improving academic achievement on the following national exams: Advanced Placement, Advanced Placement U.S. History, and SAT reading/verbal and math. The study measured all Advanced Placement tests, the Advanced Placement U.S. History exam, and standardize reading/verbal and math exams in 42 states. By comparing states with high-stakes to non-stakes exams, the study examines whether national high-stakes exams are improving student achievement compared to states that have not enacted high-stakes graduating testing requirements.   Furthermore this study examined the impact of teacher waivers to student performance on national exams. The No Child Left Behind Act required states to staff all core academic classes with "highly qualified" teachers. This study examined how states complied with the teacher requirement, and whether teacher waiver impacts student scores on national exams. This study also examined high school graduation rates, and the relationship between graduation rates and teacher waivers.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Evidence, Schools of Education, History, Teacher Effectiveness

Rowland, Barbara (2011). The Influence of High Stakes Testing and Test Preparation on High School Students' Perspectives on Education and Lifelong Learning, ProQuest LLC. With the implementation of the No Child Left Behind Act in January of 2002, curricula in high schools in the United States have adjusted to make room for test preparation activities and high stakes testing. This involves teaching skills and content in the format of the test only, drilling students on specific skills and content areas that will be on the test, and spending more class time preparing for testing. This qualitative study explored how high stakes testing and test preparation programs have influenced 12th-grade students' attitudes about education and lifelong learning. The study was informed by Vygotsky's social constructivist theory which posits that shared experiences help shape a person's attitudes about the context of his or her environment. Data were collected from three focus groups (total of 16 participants) and 9 in-depth individual interviews conducted at 3 high schools. Data were audio taped, transcribed, and then analyzed through three cycles of coding: initial coding, focused coding, and establishing themes. Results indicated that students reported negative attitudes about their formal education but were optimistic about lifelong learning. Students perceived current test preparation practices as ineffective, that high stakes tests are not an accurate measure of students' academic capabilities, high stakes tests have an unjustifiable influence on students' futures, real-world learning is more likely to occur after high school and, external pressures to perform well on high stakes tests are counter-productive. Understanding students' expectations and ideals about education and lifelong learning can guide educators and policy makers in providing learning experiences in high school that better prepare students for their social responsibilities as college students, workers, and citizens.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Test Preparation, High Schools, Student Attitudes, Federal Legislation

Wong, Vivian C.; Wing, Coady; Martin, David (2016). Do Schools Respond to Pressure? Evidence from NCLB Implementation Details, Society for Research on Educational Effectiveness. Over the last decade, accountability reform has been at the forefront of the domestic policy agenda. Although the Obama Administration was critical of some elements of No Child Left Behind (NCLB), its policies endorsed high-stakes testing and expanded the scope of the stakes. With the Race to the Top and an NCLB waiver process, the administration doubled down on using student test results for high stakes purposes, making not only schools but also teachers and principals accountable for student achievement growth. This study addresses methodological challenges for evaluating NCLB by introducing a new quantitative measure for describing states' accountability systems. To create the implementation measure of states' accountability policies from 2003 to 2011, the authors combine a dataset they created of states' accountability policies with information from several federal data sources, including the NAEP and the Common Core of Data (CCD). Their implementation measure is unique in that it depends only on state policies, but not on population characteristics of schools and students within states. The measure allows them to describe quantitatively states' implementation of accountability policies during the NCLB pre-waiver period, to assess how these policies changed over time, and to examine how schools responded to state accountability pressures. The study employs a research design called simulated instrumental variables, which has not been used to study educational reforms but is well suited to uncover links between policy implementation and outcomes. In the preliminary analyses, they used the population of Pennsylvania schools in 2007-2008 to serve as the fixed sample that was "fed" through the AYP calculator. They authors chose Pennsylvania schools because the state department of education provided them with sufficient input information needed for their calculator and included schools with enough variation that reflect changes in state policies across time. Overall it was found that a 1% increase in stringency of Adequate Yearly Progress (AYP) policy led to a 0.07% increase in schools' failure rates. Tables and figures are appended.   [More]  Descriptors: Educational Legislation, Federal Legislation, Accountability, Educational Policy

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