Teacher Perceptions of the Effects of High-stakes Testing on Teacher and Student Motivation PDF Download
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Author: Jimika Cosby Miller
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 116
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Book Description
This study used a forty-seven item survey to explore the perceptions of twenty-one elementary school teachers on the effects of high-stakes testing and accountability of their students, teaching state-standards that correlate with what is assessed on state-mandated tests, high-stakes testing and its effect on teacher and student motivation and morale, and receiving rewards for high achievement and raising state-mandated test scores annually.
Author: Jimika Cosby Miller
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 116
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Book Description
This study used a forty-seven item survey to explore the perceptions of twenty-one elementary school teachers on the effects of high-stakes testing and accountability of their students, teaching state-standards that correlate with what is assessed on state-mandated tests, high-stakes testing and its effect on teacher and student motivation and morale, and receiving rewards for high achievement and raising state-mandated test scores annually.
Author: Gail M. Jones
Publisher: Rowman & Littlefield Publishers
ISBN: 1461715474
Category : Education
Languages : en
Pages : 189
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Book Description
To better understand how high-stakes accountability has influenced teaching and learning, this book takes an in-depth look at the myriad consequences that high-stakes tests hold for students, teachers, administrators, and the public. By focusing on these tests and spending large amounts of time on test preparation and driving teachers to teach low-level, rote memorization, schools are essentially wiping out non-tested subjects such as science, social studies, physical education, and the arts. Although testing is promoted as a strategy for improving education for all, research shows that testing has differential effects on students with special needs, minority students, students living in poverty, and those for whom English is a second language. The Unintended Consequences of High Stakes Testing unpacks the assumptions and philosophical foundations on which testing policies are based. The authors' arguments are grounded in extensive interviews and research. Through an examination of research, these authors show that high-stakes testing promotes students' dependence on extrinsic motivation at the cost of intrinsic motivation and the associated love of learning—which has tangible impacts on their education and lives. Features: -Examines how high stakes testing from the perspectives of teachers, students, and adminstrators. -Considers how testing impacts the curriculum including tested subjects such as reading, writing, and mathematics as well as non-tested subjects such as science, social studies, physical education, and the arts. -Documents how teachers and administrators engage in test preparation and discusses ethical and unethical test preparation practices. -Reviews the evolution of testing through history and how it mpacts the curriculum. -Examines the differential effects of testing on students with special needs, minority students, students living in poverty, and those for whom English is a second language.
Author: M. Gail Jones
Publisher: Rowman & Littlefield
ISBN: 9780742526273
Category : Education
Languages : en
Pages : 198
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Book Description
To understand how high-stakes accountability has influenced teaching and learning, this book looks at the consequences that high-stakes tests hold for students, teachers, administrators, and the public, and demonstrates the negative effects of such testing on nontested subjects, minority students, and students with special needs.
Author: Heather S. Dawson
Publisher:
ISBN:
Category :
Languages : en
Pages : 177
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Book Description
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.
Author: Tempest Diana Leake
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 250
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Book Description
High-stakes tests have become an essential part of education and have had both positive and negative impacts. Much of the responsibility for preparation and outcomes of high-stakes tests is placed on classroom teachers. The purpose of this study was to identify what those impacts are and how to alleviate the pressures caused by high-stakes tests. This study relied on actual teacher accounts of their experiences in high-stakes testing environments. Their responses were analyzed through interpretative phenomenological analysis (IPA), which is a qualitative approach that aims to provide detailed examinations of personal lived experiences that can be used to gather the data (Smith & Osborn, 2015). Teachers were given an initial survey using the researcher’s survey instrument taken from “High-Stakes Testing and Teacher Stress” by Joshua Paul Hoyt (2017) from Neumann University. It was condensed to eight questions. The surveyed was followed up with three focus groups. The interview questions were taken from Dorothy Welch’s (2014) dissertation: Exploring Teachers’ Perceptions of Cheating in a High-Stakes Testing Environment. The permission to use these instruments can be found in Appendix A. From the focus groups, the researcher identified time, stress and frustration, curriculum and instructional changes, resources, support and encouragement, and reflection as the common themes that effect teacher efficacy. The survey findings from both the initial survey and focus groups supported previous research and literature pertaining to high-stakes tests and their effect on teacher efficacy, instruction, and student achievement.
Author: Louis J. Kruger
Publisher: Routledge
ISBN: 9780789035219
Category : Education
Languages : en
Pages : 175
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Book Description
Meet the challenges of high stakes testing in the practice of school psychology School psychologists can be a positive influence on how students, teachers, parents, schools, and communities cope with the challenges and opportunities associated with high stakes testing. Unfortunately, there has been a significant lack of literature to guide school psychologists and related school-based practitioners on this topic. High Stakes Testing: New Challenges and Opportunities for School Psychology is a timely groundbreaking book that provides useful and thought-provoking information to help psychologists meet the challenges of high stakes testing and create new roles for themselves in helping children succeed. This book discusses practical ways to help provide academic support to facilitate student success on high stakes tests, reduce the impact of stress associated with high stakes testing, assess the data from the tests to improve programs, and take a leadership role in the appropriate use of the tests. The No Child Left Behind Act of 2001(NCLB) and its accountability provisions has helped create and sustain a climate where student performance on state-created achievement tests often has high stakes implications for students, families, and schools. High Stakes Testing: New Challenges and Opportunities for School Psychology provides important background information about high stakes testing, including the legal, historical, and political context of high stakes testing, pertinent psychometrics, and a review of research on academic and non-academic outcomes as it relates to high stakes testing. Using this information as a foundation, the book then identifies new roles and opportunities for school psychologists with respect to high stakes testing. This book is comprehensively referenced. Topics in High Stakes Testing: New Challenges and Opportunities for School Psychology include: advocating for the appropriate use of state-wide assessments the influence of item response theory (IRT) on the development of high stakes tests whether the accountability system of NCLB is truly improving student's learning the impact of high stakes tests on classroom instruction and student motivation strategies for helping students succeed on high stakes tests available resources to cope with the stress of high stakes testing and more High Stakes Testing: New Challenges and Opportunities for School Psychology is a thought-provoking, horizon-expanding resource for school psychologists, public school educators, administrators, school counselors, curriculum coordinators, and special education teachers involved in organizing, administering, and preparing students to take high stakes tests.
Author: Josephine Serrano Potucek
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 268
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Book Description
Author: Christopher Jencks
Publisher: Brookings Institution Press
ISBN: 9780815746119
Category : Education
Languages : en
Pages : 546
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Book Description
" The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Author: Jon S. Turner
Publisher:
ISBN:
Category : Career development
Languages : en
Pages :
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Book Description
The purpose of the study was to examine the relationship between high school teachers' perceptions of student motivation and the teachers' perceptions of their own professional development and preparation, efficacy in motivating students, and their actions to motivate students within their classrooms. Constructs of the research pertaining to the study included student motivation, teacher efficacy, and teacher professional development and preparation. In this study, the researcher administered the Teacher Perception of Motivation Scale (TPMS), developed by the researcher, to 200 high school teachers in a Midwestern state. The TPMS investigate four specific subscales of teacher's perceptions of student motivation, these subscales included: teacher perception of a student's role and other influences in student motivation, teacher perceptions of their own actions in their classrooms that motivate students, teacher perceptions of their professional development and preparation toward motivating students, and teacher perceptions of their own efficacy in motivating students. In addition, additional questions were investigated that measured high school teacher's perception of the magnitude of the challenge of student motivation in their classrooms and their desire and need for additional professional development relating to student motivation. A quantitative research design was used. The findings of the study suggest that there is a correlation between teacher's perceptions of student motivation and their perceptions of their actions within their classrooms and their professional development and preparation. In addition, the findings uncover a high level of concern among high school teachers who identify student motivation as a serious challenge that they face in their classes daily. This study also indicated that high school teachers have a strong desire for additional professional development that will help them deal with the challenge of student motivation. This study also identified several differences in correlation as investigated by gender of high school teachers and by subject areas taught by high school teachers.
Author: Steven A. Leever
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 154
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Book Description
The purpose of this qualitative study was to determine the perceptions that middle level teachers held regarding the impact of high-stakes PSSA testing on mathematics classroom instruction in Pennsylvania middle school/junior high schools. An online survey, a review of teacher lesson plans, and focus group video conference discussions were used to probe how the PSSA had influenced planning and instruction. The results of this qualitative study indicate that teachers displayed some degree of satisfaction with the use of standards in their classrooms, but viewed their success on high-stakes tests with a degree of skepticism. Teachers expressed that their successes on the PSSA tests were, in part, due to their own understanding of the test, not necessarily the abilities of their students.
