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ERIC Number: ED440465
Record Type: Non-Journal
Publication Date: 1999-Oct-29
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An In-Depth Investigation of One School District's Responses to an Externally-Mandated, High-Stakes Testing Program in Minnesota.
Schleisman, Jane
This report explores changes in school policies and practices resulting from an externally mandated, high-stakes testing program. It is based on a study that investigated one Minnesota school district's transformation following the passage of a 1993 law mandating a results-oriented graduation rule. The paper outlines the role of testing programs and the accountability function of externally mandated, high-stakes testing. It states that the reliance on accountability stems in part from the belief that high-stakes testing is necessary to stimulate teachers, students, and administrators. The text details the background of assessment-based educational accountability systems and lists some common features of assessment-based educational accountability theories of action. It reports a study where stakeholders were interviewed using an open-ended, semi-structured protocol. The questions focused on interviewees' perception of how the district or schools had changed since the introduction of the Minnesota Basic Standards Test (MBST), the current and/or future responses made as a result of the MBST, and needs at the building and/or district level. Results show that educators felt that a positive aspect of the testing policy was that it highlighted the needs of some students who otherwise may have slipped through the cracks. Five tables provide synopses of schools' responses to MBST. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A