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ERIC Number: ED481836
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 151
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Perceived Effects of State-Mandated Testing Programs on Teaching and Learning: Findings from a National Survey of Teachers.
Pedulla, Joseph J.; Abrams, Lisa M.; Madaus, George F.; Russell, Michael K.; Ramos, Miguel A.; Miao, Jing
Results from a national survey of teachers are reported for five types of state testing programs, those with: (1) high stakes for districts, schools, or teachers, and students; (2) high stakes for districts, schools, and teachers, and moderate stakes for students; (3) high stakes for districts, schools, and teachers, and low stakes for students; (4) moderate stakes for districts, schools, and teachers, and high stakes for students; and (5) moderate stakes for districts, schools, and teachers, and low stakes for students. Of the 12,000 teachers who received surveys, 4,195 returned responses. At least two themes emerged from these survey data. In several areas, teachers' responses differ significantly when analyzed by the severity of the stakes attached to test results. Pressure on teachers, emphasis on test preparation, time devoted to test content, and views on accountability are such areas. The second theme is that views of elementary, middle, and high school teachers regarding the effects of their state's test differed from each other in areas such as school climate and classroom use of test results. There are also instances in which stakes and grade level combined show interesting patterns in teachers' responses, and areas in which there are no differences. The summary is organized by major areas surveyed, and within each area, findings are presented for stakes levels, grade levels, and stakes combined with grade levels. Five appendixes contain supplemental information and data tables. (Contains 16 figures, 88 tables, and 53 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Board on Educational Testing and Public Policy, Chestnut Hill, MA.