ERIC Number: ED473813
Record Type: Non-Journal
Publication Date: 2003-Mar-24
Reference Count: N/A
Accountability Issues for Instructional Leadership: Field Research, Site-Based Management, and a Campus Action Plan.
Maurice, John M.; Karr-Kidwell, P. J.
The purpose of this study was to use data collected from a field research project to enable teachers and instructional leaders to understand and overcome the problems associated with high-stakes testing, especially as they relate to the narrowing of the curriculum. In spring 2001, 27 of the 48 teachers at a middle school in Texas responded to a survey of beliefs and opinions regarding the effects of standardized testing. Respondents registered strongly negative feelings and opinions about standardized testing, with more than 8 in 10 strongly agreeing or agreeing that they felt pressured by standardized testing, and 96.3% agreeing that their students felt pressured as well. Respondents generally agreed that they sometimes taught to the test (70.3%), that they taught test taking strategies to their students (92.1%), that they were compelled to adjust their lesson plans to accommodate standardized testing needs (59.2%), and that they felt the need to devote special attention to students with limited English proficiency to prepare them for the Texas Assessment of Academic Skills. The one area of positive impact identified by teachers was that standardized testing had not reduced the number of elective courses available to students. Three appendixes contain the survey and response information. (Contains 48 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A