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ERIC Number: ED475139
Record Type: Non-Journal
Publication Date: 2002-Feb
Pages: 84
Abstractor: N/A
Reference Count: N/A
A Survey of Teachers' Perspectives on High-Stakes Testing in Colorado: What Gets Taught, What Gets Lost. CSE Technical Report.
Taylor, Grace; Shepard, Lorrie; Kinner, Freya; Rosenthal, Justin
Using a random sample of 1,000 Colorado teachers, this study surveyed the effects of standards, the Colorado Student Assessment Program (CSAP), and school report cards on instruction and test-related practices. Findings show that standards were perceived to have greater impact on improving instruction than did testing. Teachers said they aligned their curriculum, instruction, and lessons to the Colorado standards by adding important content. Attention to the state standards improved the quality of writing instruction and focused instruction in reading, probability, geometry, and mathematics problem-solving explanations. The reported effects of CSAP testing were more mixed. Attention to CSAP improved writing instruction but shifted instruction away from social studies and science, increased the time spent on test format practice, and lowered faculty morale. Nine appendixes provide additional information, including survey responses. (Contains 12 tables and 26 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Council for Education Policy, Research and Improvement
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Location: Colorado