ERIC Number: ED483722
Record Type: Non-Journal
Publication Date: 2004-Feb
Teachers' Views on High-Stakes Testing: Implications for the Classroom. Policy Brief.
Abrams, Lisa M.
Education Policy Studies Laboratory, Arizona State University College of Education
There is an appealing logic associated with current models of test-based accountability: the interplay among content standards, state tests, and accountability is a powerful tool to improve the quality of schools. However, when high-stakes consequences are attached to test results for schools, teachers, and students, unexpected consequences may outweigh the intended benefits. To explore the policy impact of Florida's state testing and accountability program on classroom practices, teachers, and students as perceived by educators, this brief presents the results of a national survey in which the responses of Florida teachers are compared with those of practitioners in other states using high-stakes exams. The findings reveal that, compared to their counterparts in other high-stakes states, teachers in Florida perceived a more pronounced impact of the state test.
Descriptors: Teacher Attitudes, Accountability, High Stakes Tests, Achievement Tests, Testing Programs, State Standards, Educational Policy, Educational Indicators, Educational Quality
Education Policy Studies Laboratory, Division of Educational Leadership and Policy Studies, College of Education, Arizona State University, P.O. Box 872411, Tempe, AZ 85287-2411. Tel: 480-965-1886; Fax: 480-965-0303; e-mail: email@example.com; Web site: http://edpolicylab.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Arizona State Univ., Tempe. Education Policy Studies Lab.
Grant or Contract Numbers: N/A