Perceived Effects of State-Mandated Testing Programs on Teaching and Learning: Findings from a National Survey of Teachers

Link: http://www.bc.edu/research/nbetpp/reports.html

Of particular interest in this National Board on Educational Testing and Public Policy study was the relationship between the two levels of accountability (stakes for districts, schools, and/or teachers, and stakes for students) and the effect of state testing programs on classroom practices as witnessed by those who experience their impact firsthand, namely classroom teachers. At least two themes emerge from these survey data. First, in several areas teachers� responses differ significantly when analyzed by the severity of the stakes attached to test results. Pressure on teachers, emphasis on test preparation, time devoted to tested content, and views on accountability are such areas. The second theme is that the views of elementary, middle, and high school teachers regarding the effects of their state�s test differed from each other in areas such as school climate and classroom use of test results.

• Resource Availability: 200 OK

This resource is cataloged under:

• Conforms To: International Society for Technology in Education Standards (ISTE)
• Educational Type: Research study
• Grade level: Collegiate
• Language: English
• Network/channel: SimSchool Resources: School & Community Context: District, State and National Perspectives
• Subject: testing
• Subject: Testing Problems
• Subject: Test Reliability
• Subject: Tests
• Subject: Test Use
• Subject: Test Validity

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