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Educators Perceptions Of The Impact Of High Stakes Testing On Instructional Practices In Mathematics
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Book Synopsis The Unintended Consequences of High-Stakes Testing by : Gail M. Jones
Download or read book The Unintended Consequences of High-Stakes Testing written by Gail M. Jones and published by Rowman & Littlefield Publishers. This book was released on 2003-04-09 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: To better understand how high-stakes accountability has influenced teaching and learning, this book takes an in-depth look at the myriad consequences that high-stakes tests hold for students, teachers, administrators, and the public. By focusing on these tests and spending large amounts of time on test preparation and driving teachers to teach low-level, rote memorization, schools are essentially wiping out non-tested subjects such as science, social studies, physical education, and the arts. Although testing is promoted as a strategy for improving education for all, research shows that testing has differential effects on students with special needs, minority students, students living in poverty, and those for whom English is a second language. The Unintended Consequences of High Stakes Testing unpacks the assumptions and philosophical foundations on which testing policies are based. The authors' arguments are grounded in extensive interviews and research. Through an examination of research, these authors show that high-stakes testing promotes students' dependence on extrinsic motivation at the cost of intrinsic motivation and the associated love of learning—which has tangible impacts on their education and lives. Features: -Examines how high stakes testing from the perspectives of teachers, students, and adminstrators. -Considers how testing impacts the curriculum including tested subjects such as reading, writing, and mathematics as well as non-tested subjects such as science, social studies, physical education, and the arts. -Documents how teachers and administrators engage in test preparation and discusses ethical and unethical test preparation practices. -Reviews the evolution of testing through history and how it mpacts the curriculum. -Examines the differential effects of testing on students with special needs, minority students, students living in poverty, and those for whom English is a second language.
Book Synopsis High Stakes by : National Research Council
Download or read book High Stakes written by National Research Council and published by National Academies Press. This book was released on 1998-12-16 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are usedâ€"and misusedâ€"in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education shouldâ€"and should notâ€"use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.
Book Synopsis Assessment in Mathematics Education by : Christine Suurtamm
Download or read book Assessment in Mathematics Education written by Christine Suurtamm and published by Springer. This book was released on 2016-07-07 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of current research on a variety of topics related to both large-scale and classroom assessment. First, the purposes, traditions and principles of assessment are considered, with particular attention to those common to all levels of assessment and those more connected with either classroom or large-scale assessment. Assessment design based on sound assessment principles is discussed, differentiating between large-scale and classroom assessment, but also examining how the design principles overlap. The focus then shifts to classroom assessment and provides specific examples of assessment strategies, before examining the impact of large-scale assessment on curriculum, policy, instruction, and classroom assessment. The book concludes by discussing the challenges that teachers currently face, as well as ways to support them. The book offers a common language for researchers in assessment, as well as a primer for those interested in understanding current work in the area of assessment. In summary, it provides the opportunity to discuss large-scale and classroom assessment by addressing the following main themes: ·Purposes, Traditions and Principles of Assessment ·Design of Assessment Tasks ·Classroom Assessment in Action ·Interactions of Large-Scale and Classroom Assessment ·Enhancing Sound Assessment Knowledge and Practices It also suggests areas for future research in assessment in mathematics education.
Book Synopsis The Paradoxes of High Stakes Testing by : Michael Russell
Download or read book The Paradoxes of High Stakes Testing written by Michael Russell and published by IAP. This book was released on 2009-02-01 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a nation, we spend more than $1 billion a year on federally mandated educational tests that 30 million students must take each year. The country spends an additional $1.2 billion on test preparation materials designed to help students pass these tests. While test mandates were put in place with good intentions, increasingly educational leaders and policy makers are questioning these test based reform efforts. Some question whether these programs are doing more harm than good. Others call for the development of more and better tests. Given the vast amount of resources our nation pours into testing, is it time we pay closer attention to these testing programs? Is it time we hold the testing industry and policy makers accountable for the tests they make and use? Is it time we invest resources to develop new ways of testing our students? The Paradoxes of High-Stakes Testing explores these and other questions, as it helps parents, teachers, educational leaders, and policy makers better understand the complexities of educational policies that use tests as a lever for improving the quality of education. The book explores: >> how testing is used to enable teachers and schools to be more effective and improve student learning, >> why testing is so ingrained in the American psyche and why policy makers rely on testing policies to reform our educational system, >> what we can learn from a long history of test-based reform efforts that have occurred over centuries and across continents, >> what effects testing has on teaching and learning in our schools when it is used to solve political, social, or economic problems. Most importantly, the book describes several ways in which testing can be improved to provide more accurate and more useful measures of student learning. Many of these improvements capitalize on technology to provide teachers with more detailed, diagnostic information about student learning and measure skills that some leaders argue are essential for the 21st century work force. Exploring what is within reach is critical because current testing policies are hindering these improvements. Finally, given that testing is and will continue to be an integral part of our educational system, the book concludes that, like other sectors of our society, educational testing must be more closely monitored to ensure that high quality tests are used to measure student achievement and to minimize the negative effects that testing has on students, schools, and our society. Given the opportunity our nation has to rethink and redesign its testing policies, The Paradoxes of High-Stakes Testing presents a clear strategy to maximize the positive effects of educational testing.
Book Synopsis International Handbook of Research on Teachers and Teaching by : Lawrence J. Saha
Download or read book International Handbook of Research on Teachers and Teaching written by Lawrence J. Saha and published by Springer Science & Business Media. This book was released on 2009-04-17 with total page 1192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.
Book Synopsis Researching and Using Progressions (Trajectories) in Mathematics Education by :
Download or read book Researching and Using Progressions (Trajectories) in Mathematics Education written by and published by BRILL. This book was released on 2019-02-04 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: The relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.
Book Synopsis Perspectives on Teaching and Teacher Issues by : Linda B. Yurichenko
Download or read book Perspectives on Teaching and Teacher Issues written by Linda B. Yurichenko and published by Nova Publishers. This book was released on 2007 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching is a profession which is so enormous and so packed with significance that the issues related to it have a consistently high ranking with members of society in virtually every public opinion poll. These issues include multicultural education, teacher training and accreditation, burnout, teaching under conditions particular to a world-wide certain country, student behaviour and preparation, computers in the classroom, parental influence on the teaching process, the changing curriculum and its meaning for teaching, budgetary problems, and a multitude of similar issues. This book presents current issues and information in this field from educators and researchers around the globe.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Child's Creation of a Pictorial World by : Claire Golomb
Download or read book The Child's Creation of a Pictorial World written by Claire Golomb and published by Psychology Press. This book was released on 2004 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the development of drawing and painting from several currently dominant theoretical perspectives and examines empirical data on the art work of children who are ordinary, talented, emotionally disturbed, and atypically developed due to
Book Synopsis The Impact of Teacher's Perceptions and Pedagogical Practices on the Educational Experieces of Immigrant Students from the Commonwealth Caribbean by : Wendy P. Hope
Download or read book The Impact of Teacher's Perceptions and Pedagogical Practices on the Educational Experieces of Immigrant Students from the Commonwealth Caribbean written by Wendy P. Hope and published by . This book was released on 2005 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers educators who are increasingly faced with diverse, multi-cultural inclusive opportunity to find a place to start the process of revisionary pedagogical practices that validate and affirm the experiences of their students. During the 1960's the United States immigration laws were changed from one based on a quota system to a method that allowed for persons from virtually every country in the world to enter the United States as immigrants. One of the by-products of such a change in the laws was the increased numbers of persons entering the United States from the Caribbean. Within this category a significant number of persons originated from the British Commonwealth Islands of Guyana, Jamaica, Trinidad and Tobago, and Barbados, among others. Upon entrance into American schools, these newly arrived immigrants have been often treated in the same manner as African American students. There have been few accommodations made for culture or language differences despite the linguistic distance existing between the language they speak and that used in American schools, as well as the cultural differences between the culture of home and school. American.This mishandling and incorrect assessment of immigrants from the British Commonwealth Islands is most likely due to false assumptions made about the language they speak. Since English is the official language of these islands, the population of persons originating from them is assumed to consist of English speakers. Such assumptions do not reflect an understanding regarding the linguistic situation of the British West Indies. In these nations English is most likely reserved for official domains in government and education while a patois is most likely the language of home, church and friends. The linguistic situation is further complicated by the many varieties of dialect that exist. These language varieties range from those that are not mutually intelligible by English speakers to other varieties with a linguistic distance closer to the English spoken in countries where English is the native language for a significant segment of the population. students is a by-product of the degree and quality of the education thatthey have received in their homeland. However, many have not attended school on a regular basis or have attended schools that are not well equipped or staffed, resulting in their not acquiring the necessary skills to do academic work in English as required in American schools. It is this population of students in a school located in Brooklyn New York that the study of teachers' beliefs, perceptions and pedagogical practices and their impact on the educational experiences of newly arrived immigrant students from the Commonwealth Caribbean focuses upon. This is an insightful and thought provoking examination of middle school students in the Buxton Intermediate School. The purpose of this study as stated by the author is to examine teachers' practices in working with immigrant students from the Commonwealth Caribbean in New York City public schools. Nonetheless, the study goes beyond its goal. informative, but also necessary for every educator who is teaching in a community with a significant population of immigrants from the British West Indies, or is teaching in a linguistically diverse environment. To reach its goal, Dr. Wendy Hope studied a class of newly arrived students from Jamaica, Guyana, Trinidad and Tobago, and Barbados as well as other Caribbean islands. It was part of a transitional program. This was a self-contained class taught for most of the day by one teacher who was also a Caribbean native, Ms. Jackson. Nonetheless, students also went to other classes such as mathematics, gym, music, and careers taught by other teachers. By examining the teaching practices of these educators who work with Caribbean students within this transitional program issues of race, power, pedagogy, hegemony, cultural conflict, language and more emerged to reveal that oftentimes well intended and hard working teachers employ approaches that are counterproductive to their goals, namely, the education of their students. two frameworks, one drawn from Henry Giroux's (1993) theory ofBorder Crossings and a second, Jim Cummins' (1993) theoretical framework for intervention: Empowering Minority Students, were employed. Both paradigms, although distinctively different, consider issues of power between students and teachers, schools and the minority community and institutional structures impacting negatively on students. Furthermore, pedagogical issues stemming from a dominant/subordinate relationship that include use of the minority students' language(s) and culture are addressed. study is beyond the purview of this introduction, a few of the questions addressed include what is the role of the students' language and culture in the classroom; is the culture and language of the students used as a vehicle to teach or is it viewed as an obstacle in the learning process; to what extent is the culture of these students included in the curriculum; how much do teachers know about the culture of these students; are parents of these students encouraged by teachers to be active participants in their children's education; how do teachers see their role in relation to the transitional program where these students are housed for a significant portion of their daily schedules; do teachers feel that different approaches should be used to teach these students. observing of teachers, it was concluded that little deviation from conventional teaching approaches was employed to teach these students despite teachers' acknowledgement that these students were part of a transitional program and their level of English competency was substandard. Furthermore, it was found that parental involvement was something that teachers considered to fall under the responsibility of school officials rather than their responsibility. In addition, most teachers had little knowledge regarding how students were assessed and placed in the transitional program. Furthermore, most teachers admitted to working alone without much collaboration with any other of the teachers including the main teacher Ms. Jackson, the teacher in the self contained class who had these students for a significant segment of the day. These findings, a few of the many resultsyielded by this study, stemmed from teachers who felt that they were good teachers with the best interest of their students in mind. While examining the results yielded by this study, a major concern regarding multicultural education emerged. need to respond to racial, linguistic, ethnic and cultural diversity has been the advocacy of most schools of education. In addition, in reviewing the mission statements of five schools of education within the City University of New York, issues of social justice, acknowledgment and respect for what students bring with them to the classroom, the need for collaboration among teachers and respect for the language and culture of students are a few of the many goals professed by these documents. Nonetheless, there exists a disparity between what schools of education are advocating and what is occurring in the classroom. Thus, other questions emerge regarding why such a divide exists between what is being taught and the actual practice of teaching. Could it be that the efforts to address the needs of a diverse population is one that is not really dealt by all but just a few teacher trainers who truly believe in such an approach? While these issues are beyond the purview of this study, the fact that they have surfaced lends testimony to the fact that we as educators must look at what we are doing.
Book Synopsis Knowing Bodies, Moving Minds by : Liora Bresler
Download or read book Knowing Bodies, Moving Minds written by Liora Bresler and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning. Based on our phenomenological experience of the world, it draws on perspectives from arts-education and aesthetics, as well as curriculum theory, cultural anthropology and ethnomusicology. These are arenas with a rich untapped cache of experience and inquiry that can be applied to the notions of schooling, teaching and learning. The book provides examples of state-of-the-art, empirical research on the body in a variety of educational settings. Diverse art forms, curricular settings, educational levels, and cultural traditions are selected to demonstrate the complexity and richness of embodied knowledge as they are manifested through institutional structures, disciplines, and specific practices.
Book Synopsis Building Learning Communities with Character by : Bernard Novick
Download or read book Building Learning Communities with Character written by Bernard Novick and published by ASCD. This book was released on 2002 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's students need to learn more than just reading, writing, and arithmetic. They need to learn life skills to successfully manage tasks, form relationships, solve everyday problems, and adapt to the demands of simply growing up. To satisfy those needs, many educators seek effective and lasting programs for their students' academic, emotional, and social growth. This book presents a nine-step, problem-solving approach to help educators not only create such a program, but also shape the school climate to sustain and nurture it. Combining three decades of work with individual schools and districts, authors Bernard Novick, Jeffrey S. Kress, and Maurice J. Elias provide experienced insight to overcoming obstacles to social-emotional learning and character education programs. Their organized approach deals with the implementation process stage by stage, including: * Assessing your school's readiness for change * Setting goals for your program * Anticipating details and roadblocks * Obtaining feedback to modify your implemented program * Creating high standards for accomplishment in academics and character Any educator who is confused by the avalanche of different terminologies and methodologies surrounding social-emotional learning will benefit from this book. This practical and concise guide will help educators create an effective and goal-oriented environment in every school, one where students, staff, and parents are continually sustained in a caring community of learners.
Book Synopsis PISA PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014) Student Performance in Mathematics, Reading and Science by : OECD
Download or read book PISA PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014) Student Performance in Mathematics, Reading and Science written by OECD and published by OECD Publishing. This book was released on 2014-02-11 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt: This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do.
Book Synopsis High-Stakes Testing in Education by : Theo Eggen
Download or read book High-Stakes Testing in Education written by Theo Eggen and published by Routledge. This book was released on 2015-10-14 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-stakes educational testing is a global phenomenon which is increasing in both scale and importance. Assessments are high-stakes when there are serious consequences for one or more stakeholders. Historically, tests have largely been used for selection or for providing a ‘licence to practise’, making them high-stakes for the test takers. Testing is now also used for the purposes of improving standards of teaching and learning and of holding schools accountable for their students’ results. These tests then become high-stakes for teachers and schools, especially when they have to meet externally imposed targets. More recent has been the emergence of international comparative testing, which has become high-stakes for governments and policy makers as their education systems are judged in relation to the performances of other countries. In this book we draw on research which examines each of these uses of high-stakes testing. The articles evaluate the impact of such assessments and explore the issues of value and fairness which they raise. To underline the international appeal of high-stakes testing the studies are drawn from Australia, Africa, the Caribbean, Europe, former Soviet republics and North America. Collectively they illustrate the power of high-stakes assessment in shaping, for better or for worse, policy making and schooling. This book was originally published as a special issue of Assessment in Education: Principles, Policy & Practice.
Book Synopsis Planning, Instruction, and Assessment by : Leslie Grant
Download or read book Planning, Instruction, and Assessment written by Leslie Grant and published by Routledge. This book was released on 2013-10-02 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This entry in the James H. Stronge Research-to-Practice Series focuses on specific strategies teachers can use to improve the quality of their instruction. Studies have shown teacher quality to be the top indicator of student achievement, with the effects of good teachers apparent even as students move on to successive grades. In this book, Grant, Hindman, and Stronge explore the relationship between teacher effectiveness and student learning. They provide a bridge between research-based theories and practical classroom applications. Templates, planning forms, and other reproducibles help teachers make a noticeable impact on student success using proven techniques and practices. Topics include tiered lessons, using assessment data, and much more.
Book Synopsis Tep Vol 17-N2 by : Teacher Education and Practice
Download or read book Tep Vol 17-N2 written by Teacher Education and Practice and published by R&L Education. This book was released on 2004-12-03 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Book Synopsis The Global Testing Culture by : William C. Smith
Download or read book The Global Testing Culture written by William C. Smith and published by Symposium Books Ltd. This book was released on 2016-01-04 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The past thirty years have seen a rapid expansion of testing, exposing students worldwide to tests that are now, more than ever, standardized and linked to high-stakes outcomes. The use of testing as a policy tool has been legitimized within international educational development to measure education quality in the vast majority of countries worldwide. The embedded nature and normative power of high-stakes standardized testing across national contexts can be understood as a global testing culture. The global testing culture permeates all aspects of education, from financing, to parental involvement, to teacher and student beliefs and practices. The reinforcing nature of the global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality. Underlying the global testing culture is a set of values identified from the increasing literature on world culture. These include: education as a human right, academic intelligence, faith in science, decentralization, and neoliberalism. Each of these values highlights different aspects of the dialogue in support of high-stakes standardized testing. The wide approval of these values and their ability to legitimate various aspects of high-stakes testing reinforces the taken-for-granted notion that such tests are effective and appropriate education practices. However, a large body of literature emphasizes the negative unintended consequences – teaching to the test, reshaping the testing pool, the inequitable distribution of school resources and teachers’ attention, and reconstructing the role of the student, teacher, and parent – commonly found when standardized, census-based tests are combined with high-stakes outcomes for educators or students. This book problematizes this culture by providing critical perspectives that challenge the assumptions of the culture and describe how the culture manifests in national contexts. The volume makes it clear that testing, per se, is not the problem. Instead it is how tests are administered, used or misused, and linked to accountability that provide the global testing culture with its powerful ability to shape schools and society and lead to its unintended, undesirable consequences.
