Limiting the Unintended Consequences of High-Stakes Testing.
Interviews with 61 teachers and administrators in four 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 t...
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Arizona State University
2005-10-01
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Online Access: | http://epaa.asu.edu/ojs/article/view/148 |
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doaj-7eab199840554ddbb6d0199b7832930a2020-11-25T03:51:31ZengArizona State UniversityEducation Policy Analysis Archives1068-23412005-10-011343Limiting the Unintended Consequences of High-Stakes Testing.Stuart S. YehInterviews with 61 teachers and administrators in four 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, i n 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. http://epaa.asu.edu/ojs/article/view/148testingassessmentaccountabilitycurriculumpolicy analysislarge-scale achievement testshigh stakes. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Stuart S. Yeh |
spellingShingle |
Stuart S. Yeh Limiting the Unintended Consequences of High-Stakes Testing. Education Policy Analysis Archives testing assessment accountability curriculum policy analysis large-scale achievement tests high stakes. |
author_facet |
Stuart S. Yeh |
author_sort |
Stuart S. Yeh |
title |
Limiting the Unintended Consequences of High-Stakes Testing. |
title_short |
Limiting the Unintended Consequences of High-Stakes Testing. |
title_full |
Limiting the Unintended Consequences of High-Stakes Testing. |
title_fullStr |
Limiting the Unintended Consequences of High-Stakes Testing. |
title_full_unstemmed |
Limiting the Unintended Consequences of High-Stakes Testing. |
title_sort |
limiting the unintended consequences of high-stakes testing. |
publisher |
Arizona State University |
series |
Education Policy Analysis Archives |
issn |
1068-2341 |
publishDate |
2005-10-01 |
description |
Interviews with 61 teachers and administrators in four 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, i n 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. |
topic |
testing assessment accountability curriculum policy analysis large-scale achievement tests high stakes. |
url |
http://epaa.asu.edu/ojs/article/view/148 |
work_keys_str_mv |
AT stuartsyeh limitingtheunintendedconsequencesofhighstakestesting |
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