the unintended consequences of high stakes testing

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The Unintended Consequences Of High Stakes Testing

Author : M. Gail Jones
ISBN : 0742526275
Genre : Education
File Size : 42. 61 MB
Format : PDF
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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 demonstates the negative effects of such testing on nontested subjects, minority students, and students with special needs.

The Unintended Consequences Of High Stakes Testing Interloan 323112

Author :
ISBN : OCLC:968202661
Genre :
File Size : 60. 16 MB
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An Analysis Of Some Unintended And Negative Consequences Of High Stakes Testing

Author : Audrey L. Amrein
ISBN : OCLC:51758612
Genre : Academic achievement
File Size : 77. 38 MB
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The Impact Of State Mandated Standard Based High Stakes Testing On Selected Texas Public Secondary Schools As Perceived By Select Administrators In The Membership Of The Texas Association Of Secondary School Principals

Author : Davis Denny
ISBN : OCLC:609441701
Genre :
File Size : 21. 84 MB
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The purpose of this study was to assess the impact of the high-stakes standardized test movement in Texas secondary schools. The method to accomplish this task was to compare the perceptions between Texas secondary school administrators and supporters, critics, and researchers of high-stakes testing. Out of 400 potential respondents randomly selected from 2005-2006 membership list of Texas Association of Secondary School Principals, 178 administrators participated in an electronic survey to rate the extent to which 31 statements derived from supporters, critics, and the unintended consequences of high-stakes testing as reported by researchers in current literature. Means, standard deviations, and frequencies were used to make assumptions about perceptions of secondary administrators. Independent t-tests were conducted to test for possible perception differences between groups identified in the study. Independent groups examined in this study included: Gender (Male and Female), Years of Administrative Experience (1-4 years vs. 15 or More Years), Campus Classification (Large vs. Small), and Current Campus Rating (Exemplary and Recognized vs. Academically Acceptable). Using an alpha level of .05 to establish significance, t-tests suggest that significant differences exist between large and small school administrators on statements 5 and 7. Further, significant differences exist between male and female administrators on statements 4 and 5. The findings of this study seem to suggest that Texas secondary principals strongly support the following statements: 1. No high-stakes decision such as grade retention or graduation should be based on the results of a single test. 2. Educators are making use of student performance data generated by highstakes tests to help them refine programs, channel funding, and identify roots of success. 3. High-stakes tests have helped focus public attention on schools with lowachieving students. 4. The public display of high-stakes test scores motivates administrators. 5. High-stakes testing has resulted in a loss of local control of curricula. 6. The implementation of high-stakes testing has been a catalyst for increased attention to students with special needs. 7. Doing poorly on high-stakes tests does not lead to increased student effort to learn.

Educational Considerations

Author :
ISBN : UVA:X006162308
Genre : Vocational education
File Size : 66. 60 MB
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English Learners Left Behind

Author : Kate Menken
ISBN : 1853599972
Genre : Education
File Size : 87. 23 MB
Format : PDF, ePub
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This book explores how high-stakes tests mandated by No Child Left Behind have become de facto languagepolicy in U.S. schools, and details how testing has shaped curriculum and instruction and become a definingforce in the daily lives of English Language Learners and the educators who serve them.

Dissertation Abstracts International

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ISBN : STANFORD:36105121649094
Genre : Humanities
File Size : 79. 41 MB
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