Educators' Perceptions of the Impact of High-stakes Testing on Instructional Practices in Mathematics

Released on by Gail Carroll Peck
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  • Educators' Perceptions of the Impact of High-stakes Testing on Instructional Practices in Mathematics Book Detail

  • Author : Gail Carroll Peck
  • Release Date : 2009
  • Publisher :
  • Genre : Education, Elementary
  • Pages : 117
  • ISBN 13 :
  • File Size : 25,25 MB
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Educators' Perceptions of the Impact of High-stakes Testing on Instructional Practices in Mathematics by Gail Carroll Peck PDF Summary

Book Description: High-stakes testing remains one of the most controversial aspects of No Child Left Behind legislation. The purpose of this study was to examine the perceptions of teachers regarding the impact of high-stakes testing on instructional practices in the area of mathematics. A secondary purpose was to explore the relationship between personal beliefs and instructional practices. For the purpose of this study, the standardized test utilized was Measures of Academic Progress (MAP), which significantly differed from most high-stakes tests in that it is a diagnostic growth measure. Forty first and second grade teachers completed two surveys utilizing a forced choice format, one indicating personal beliefs and one indicating actual practices. Participants also completed a Likert scale survey to identify perceptions specifically related to mathematics instruction, student engagement, and assessment. Teachers also responded to interview probes. Common threads emerged in the reviewed literature. The majority of researchers identified narrowing of the curriculum, loss of teacher efficacy, increased teacher and student stress, and a move back to a traditional 'skill and drill' methodology as the major consequences of high-stakes testing. Results obtained in this study supported previous research. Three themes emerged in this study: a) change occurred in actual practice more significantly in instructional practice than student engagement practices, b) the impact was not as negative as teachers perceived, and c) teachers had a significant emotional response to the culture of high-stakes testing.

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