Bibliography: High Stakes Testing (page 18 of 95)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include John B. Diamond, Claire Wyatt-Smith, Rachel Oppenheim, Lucia Y. Lu, Armin Schwartzman, Page A. Smith, Elisabeth Johnson, Kirsten Gonzalez, Glynda Hull, and Matthew Finkelman.

Kallemeyn, Leanne M. (2009). Responding to the Demands of Assessment and Evaluation in Catholic Education, Catholic Education: A Journal of Inquiry and Practice. Public schools are experiencing a new era of assessment and evaluation with the implementation of state accountability systems and No Child Left Behind. How can Catholic schools respond by recognizing the legitimacy of evaluation and assessment, while also critically examining its appropriateness? To help address this question, this article contains a brief history of how Catholic schools have accommodated evaluation and assessment demands, followed by a critical examination of standards-based accountability systems and high-stakes testing in relation to the identity and current milieu of Catholic schools. It also presents an expanded understanding of assessment and evaluation, which draws heavily on qualitative research paradigms.   [More]  Descriptors: Catholic Schools, Educational Testing, High Stakes Tests, Criticism

Johnson, Elisabeth; Oppenheim, Rachel; Suh, Younjung (2009). "Would that be Social Justice?" A Conceptual Constellation of Social Justice Curriculum in Action, New Educator. For new educators, the obstacles of high-stakes testing, curricular mandates, and their own inexperience and self-doubt can render teaching for justice and equity overwhelming, seemingly impossible ideals. However, as students are increasingly tied to prescriptive curricula and academic performance standards, the goals of social justice and democracy are all the more necessary. Through interviews and observations with new educators, the authors argue that, despite difficult, often restrictive teaching environments, these educators are indeed engaged in teaching socially just curricula in a variety of innovative ways. Beginning teachers' stories and their inspiring curricular enactments are at the heart of this article.   [More]  Descriptors: Beginning Teachers, Social Justice, Course Content, Curriculum Development

Spencer, Tamara Glupczynski (2009). Complicating What It Means to "Struggle": One Young Child's Experience with a Mandated Literacy Initiative, Contemporary Issues in Early Childhood. 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.   [More]  Descriptors: Teaching Models, High Stakes Tests, Emergent Literacy, Reading Programs

Hooker, Giles; Finkelman, Matthew; Schwartzman, Armin (2009). Paradoxical Results in Multidimensional Item Response Theory, Psychometrika. In multidimensional item response theory (MIRT), it is possible for the estimate of a subject's ability in some dimension to decrease after they have answered a question correctly. This paper investigates how and when this type of paradoxical result can occur. We demonstrate that many response models and statistical estimates can produce paradoxical results and that in the popular class of linearly compensatory models, maximum likelihood estimates are guaranteed to do so. In light of these findings, the appropriateness of multidimensional item response methods for assigning scores in high-stakes testing is called into question.   [More]  Descriptors: High Stakes Tests, Item Response Theory, Maximum Likelihood Statistics, Models

Cuero, Kimberley K. (2009). Authoring Multiple "Formas de ser": Three Bilingual Latino/a Fifth Graders Navigating School, Journal of Latinos and Education. Drawing from sociocultural and anthropological perspectives, I present 3 case examples of bilingual, Mexican-origin students enrolled in a transitional bilingual educational program in an urban elementary school. By using the theoretical constructs of figured worlds, authoring, and "formas de ser" (ways of being), I examine how student identities were in a constant and dialogic state of formation by the students themselves and others. I discuss how high-stakes testing and other schooling practices narrowly authored students behaviorally, academically, and linguistically–bringing about schooling environments where students' strengths and multifaceted "formas de ser" were all-too-often overlooked.   [More]  Descriptors: Mexican American Education, Grade 5, Bilingualism, Developmental Psychology

Diamond, John B. (2007). Where the Rubber Meets the Road: Rethinking the Connection between High-Stakes Testing Policy and Classroom Instruction, Sociology of Education. 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.   [More]  Descriptors: Standardized Tests, High Stakes Tests, Academic Achievement, Classroom Observation Techniques

Kearney, W. Sean; Smith, Page A. (2009). Taps for the High Stakes Test, Journal of Cases in Educational Leadership. The article discusses a case study that stems from actual events, targets the issue of ethics in schools, and is applicable for use in a variety of educational leadership courses. The article examines the issues related to ethical responsibilities and high-stakes testing in public schools. The administration must decide what actions to take following the questionable practices of a teacher during the administration of a standardized test. The decisions of the parent, teacher, and principal will have an impact not only on the students currently enrolled in the class but also on the future educational practices within this campus and district.   [More]  Descriptors: Educational Practices, Educational Environment, Instructional Leadership, Standardized Tests

McKenzie, Kathryn Bell (2009). Pragmatism or Gaming the System? One School District's Solution to Low Test Scores, Journal of Cases in Educational Leadership. In this era of accountability and high stakes testing, district and school administrators are vigilant in their attention to student test scores and the ramifications these have for district and school performance labels. In other words, no school or district wants to be labeled "low performing." This case, based on a real situation, demonstrates the extremes a district and school may go to in an effort to ensure that student scores in a particular population group do not adversely affect a school's or district's accountability rating.   [More]  Descriptors: Standardized Tests, High Stakes Tests, Reading Achievement, Low Achievement

Darby, Alexa; Mihans, Richard; Gonzalez, Kirsten; Lyons, Mary; Goldstein, Julie; Anderson, Kelly (2011). The Influence of School Socioeconomic Status on First-Year Teachers' Emotions, Research in Education. This study examined first-year teachers' (FYTs) experiences at high poverty and non-high poverty schools, exploring their emotional responses to critical incidents. Twenty-eight FYTs were interviewed. The results highlighted the influence of FYT's interactions with students, coworkers, administrators, and parents on their emotions. FYTs at high poverty schools had a higher frequency of positive interactions with students, whereas FYTs at non-high poverty schools had a higher frequency of positive interactions with parents. FYT at both school types reported an equal number of negative interactions with their administrators and colleagues. Most notably, FYTs at high poverty schools significantly reported negative emotions over high-stakes testing in contrast to their counterparts at non-high poverty schools. FYTs' future goals included pursuing master's degrees, continuing to teach and/or becoming teacher leaders. Eighteen percent said they planned to leave the profession altogether.   [More]  Descriptors: Beginning Teachers, Socioeconomic Status, Interviews, Emotional Response

Henderson, Karen D. (2016). High-Stakes Testing's Effect on Anxiety Levels of Special Education Teachers, ProQuest LLC. The purpose of this study is to evaluate the extent to which special education teachers experience anxiety administering the different versions of the Criterion Referenced Competency Test (CRCT) and Criterion Referenced Competency Test-Modified (CRCT-M). This human service profession (education) was selected because there is very little literature which explores the anxiety levels of teachers, especially special education teachers. The sample population consisted of 68 special education teachers from a school district in Georgia. This non-experimental, convenience study used a quantitative approach. The methodology for this study included a Multi-Dimensional Anxiety Questionnaire (MAQ); data collection began in August 2014 and was collected for 3 months. A two-way ANOVA showed that the level of anxiety increased when special education teachers administered the CRCT rather than the CRCT-M. Also, teachers' level of anxiety increased when special education teachers had less years of teaching in dealing with this standardized testing issue. Furthermore, cognitive theory was applied in this study; it implies that individuals process information about their environment, the way they see themselves and their world. [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: Special Education Teachers, Anxiety, Statistical Analysis, Questionnaires

Lu, Lucia Y.; Ortlieb, Evan Thomas (2009). Teacher Candidates as Innovative Change Agents, Current Issues in Education. Confronting the educational directives of high-stakes testing and accountability is achievable through inference and implementation of innovative change. Using the lens of learners as inquirers, teacher candidates designed and implemented action research projects to create alternate instructional strategies, management systems, and methods to reach disenfranchised students. The primary investigators challenged their teacher candidates to exercise "inference for innovation"–expanding their potential for critical thinking in a society of transition, and manage "transformational skills"–allowing them to be ongoing change agents.   [More]  Descriptors: Educational Strategies, Preservice Teacher Education, Management Systems, Action Research

Klenowski, Val; Wyatt-Smith, Claire (2012). The Impact of High Stakes Testing: The Australian Story, Assessment in Education: Principles, Policy & Practice. High stakes testing in Australia was introduced in 2008 by way of the National Assessment Program–Literacy and Numeracy (NAPLAN). Currently, every year all students in Years 3, 5, 7 and 9 are assessed on the same days using national tests in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. In 2010 the NAPLAN results were published on the Federal Government MySchool website. The impact of these high stakes tests on jurisdictions, school principals, parents and students is considered in this article. We draw on reported observations from the Australian Primary Principals Association during 2009-10 testing periods across the country and published Australian research on the impact of high stakes literacy and numeracy testing. We also examine alternative approaches that include the use of assessment evidence for learning improvement purposes and for accountability purposes. In considering alternatives to the current large-scale testing approach we draw on key insights from research on teacher judgement, achievement standards and social moderation in the context of national curriculum and assessment reform in support of the suggested directions forward.   [More]  Descriptors: Evidence, National Curriculum, Student Evaluation, High Stakes Tests

Dawson, Heather S. (2012). Teachers' Motivation and Beliefs in a High-Stakes Testing Context, ProQuest LLC. High-stakes testing has created challenges for teachers, administrators, parents, students, and other related education stakeholders in recent decades (Nichols & Berliner, 2007). While high-stakes tests have a long history (Ravitch, 2009) it was not until No Child Left Behind was signed into law in 2002 that the tests became law for most states (Hursh, 2007). Standardized tests with stakes attached to them (high-stakes tests) follow the prevalent business model for improvement and efficiency (Amrein & Berliner, 2002). There are many concerns associated with testing, including narrowing of the curriculum (Donnelly & Sadler, 2009; Ryan & Brown, 2005), teacher attrition (Darling-Hammond, 2007), invalid test scores (Arenson, 2003; Kleinfield, 2002) student dropout rates (Dobbs, 2003), and increased workload for teachers (Valli & Beuse, 2007) just to name a few. While the literature on the problems with high-stakes testing is bountiful, few studies have examined teacher and student motivation utilizing a theoretically-driven, empirically-designed method. The effects of high-stakes tests on teachers, students, and classrooms is well-known, however the literature lacks empirical work examining motivation specifically within the context of high-stakes tests. The purposes of this study are to examine (1) teachers perceptions of test-related disruptions in the classroom, (2) the amount of stress these disruptions cause them, and (3) how the stress teachers perceive as a result of tests is related to their motivation for teaching. For the purposes of this study, motivation is operationalized using two widely- accepted frameworks: Social Cognitive Theory (specifically Teacher Self-Efficacy) and Self-Determination Theory (specifically teacher autonomy-supportiveness and controllingness). Specifically, the research questions that drive this study are: (1) What is the relation between teachers' perceptions of stress because of high-stakes tests and their teacher self-efficacy? And (2) What is the relation between teachers' perceptions of stress because of the test and their autonomy-supportiveness and controllingness? Using a quantitative, online survey, 550 teachers from all 50 states participated in the study. Teachers in this sample represented all grade levels, experience levels, education levels, and all income levels. The survey that the teachers were asked to complete included 6 parts: a basic demographic portion, the Teacher Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), administered twice, the Perceived Stress due to High-Stakes Tests Scale (Dawson, 2011), the Teacher Autonomy-Control Scale (Dawson, 2011), and the Problems in Schools Questionnaire (Deci, Schwartz, Sheinman, & Ryan, 1981). Results indicated that teachers perceive extreme levels of stress as a result of high-stakes tests. Teacher self-efficacy is predicted throughout the school year by their income level, perceptions of administrative support, and experience level. Test-related disruptions also predicted teacher self-efficacy throughout the school year. Teacher self- efficacy in the weeks leading up to a high-stakes testing event is predicted by perceived stress due to the test, the likelihood that the school is going to pass the test, perceptions of administrative support, and teacher income. Teacher autonomy-supportiveness and controllingness is predicted only by the extent to which a teachers' evaluation depends upon the students' test scores. Results, implications, and limitations are discussed. [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: Beliefs, High Stakes Tests, Teacher Motivation, Teacher Attitudes

Stornaiuolo, Amy; Hull, Glynda; Nelson, Mark Evan (2009). Mobile Texts and Migrant Audiences: Rethinking Literacy and Assessment in a New Media Age, Language Arts. This article highlights the importance of rethinking literacy assessment in a digital and global world. Although pressures currently abound to narrow conceptions and practices of literacy, especially in an era of high stakes testing, digital multimodality and connectivity offer the potential for new ways of thinking, representing, and communicating, as well as new avenues for participating in relationships across social, geographic, and cultural difference. We explore the challenges of redesigning assessments so that they better take into account children's multiliterate capabilities. In so doing, we offer examples from our work in afterschool contexts that demonstrate how we have grappled with the complexities of assessment in new times.   [More]  Descriptors: Audiences, Cultural Differences, Literacy Education, High Stakes Tests

Murphy, Joseph (2011). Essential Lessons for School Leaders, Corwin. This gold mine of wisdom from top education researcher and the best-selling author of "Turning Around Failing Schools and Connecting Teacher Leadership and School Improvement" contains key tips and strategies every school leader should know. Award-winning professor and former school administrator Joseph F. Murphy's concise and instructive lessons will help you stay focused on what matters most as you navigate the hectic world of high-stakes testing and accountability: (1) It really is all about the kids; (2) Optimism is essential; (3) Caring counts a lot; (4) Listen–let people finish talking; and (5) Don't confuse excuses and explanations. Each lesson is coupled with context in a few sentences taken from Murphy's extensive real-world experiences. This collection is ideal for use in daily reflections, speeches, staff meetings, presentations, or as a gift to anyone who works with children.   [More]  Descriptors: Caring, Administrators, School Administration, Leadership Effectiveness

Leave a Reply