ERIC Number: EJ795736
Record Type: Journal
Publication Date: 2004
Reference Count: 5
New Jersey Teachers Believe Testing Compromises Sound Practices
Centolanza, Louis R.
ERS Spectrum, v22 n4 p10-14 Fall 2004
Educators make decisions on how they are going to approach teaching and learning based on the goals they are required, or hope, to attain. In many cases, when high-stakes tests are utilized to determine whether a curriculum has been taught and students have mastered it, the curriculum and teaching are so aligned with testing objectives that the test in effect becomes the curriculum. Under the auspices of Montclair State University's College of Education and Human Services, this comprehensive study endeavored to ascertain the quality and scope of instruction pupils receive in New Jersey's public schools in the current era of high-stakes testing. The study demonstrated that a vast majority of the state's teachers are concerned with the negative impact they believe statewide testing is having on teaching methods, learning activities, and assessment procedures currently utilized in New Jersey schools.
Descriptors: Testing, High Stakes Tests, Teaching Methods, Learning Activities, Student Evaluation, Educational Objectives, Instructional Effectiveness, Curriculum Design
Educational Research Service. 1001 North Fairfax Street Suite 500, Alexandria, VA 22314. Tel: 800-791-9308; Fax: 800-791-9309; e-mail: firstname.lastname@example.org; Web site: http://www.ers.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Intermediate Grades; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Jersey