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ERIC Number: EJ846748
Record Type: Journal
Publication Date: 2005-Oct-28
Pages: 24
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1068-2341
Limiting the Unintended Consequences of High-Stakes Testing
Yeh, Stuart S.
Education Policy Analysis Archives, v13 n43 Oct 2005
Interviews with 61 teachers and administrators in 4 Minnesota school districts suggest that, in their judgment, Minnesota's state-mandated tests were well-aligned with curricular priorities and teachers' instructional goals, emphasizing critical thinking as well as competencies needed to pass the Basic Standards exit exam, and avoiding the type of recall item that would require drill and memorization. This result, in combination with a survey showing that 85 percent of Minnesota teachers support the exit exam, suggests that Minnesota has been unusually successful in designing a high stakes testing system that has garnered teacher support. The success of Minnesota's model suggests that unintended narrowing of the curriculum due to high stakes testing may be avoided if pressure on teachers to narrow the curriculum is reduced through well-designed, well-aligned exams. (Contains 2 footnotes and 1 table.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota