Literaturnachweis - Detailanzeige
| Autor/inn/en | Adams, Leah; Karabenick, Stuart A. |
|---|---|
| Titel | Impact of State Testing on Students and Teaching Practices: Much Pain, No Gain? |
| Quelle | (2000), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Education; Elementary School Teachers; State Programs; Student Evaluation; Surveys; Teacher Attitudes; Test Use; Testing Problems; Testing Programs; Michigan |
| Abstract | A survey, designed to take approximately 15 minutes to complete, was administered to 1,656 elementary school teachers in Michigan to obtain information on a variety of topics related to student assessment and mandated state testing. Most of the teachers were employed in small suburban or urban schools, and 88% were employed in the public schools. Teachers apparently placed very little value on the mandated tests as a way to evaluate a student's progress, and only 36% said that they used the state tests for this purpose. The assessment measures that teachers did find valuable were those that provided timely and useful information about individual children. Most teachers did recognize a role for mandated tests as diagnostic tools, but most did not agree that such tests should be used for teacher or school accountability purposes. More than one-third of the teachers felt pressure consistently during the school year to prepare their students for the mandated tests, and most thought that students had shown signs of stress over having to participate in mandated state testing programs. The results of the study raise serious concerns about any expansion of mandated testing unless dramatic changes are made in the ways in which such tests are administered. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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