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What’s at Stake in High-Stakes Testing: Teachers and Parents Speak Out
Abstract
This article reports findings from interviews with 59 teachers and 20 parents in two large states. Both have standards, attendant benchmarks, and standardized tests to assess students on the standards. Interview protocols from teachers and parents rendered data informing us about (a) teacher and parent knowledge of state standards and testing; (b) teacher test administration and student preparation practices; (c) effects of tests on teachers, parents, and students; (d) how teachers make instructional decisions based on these tests; and (e) the value of such tests. Teachers and parents were unanimous about (a) the intense stress on all involved, (b) the undermining of meaningful instruction and learning, and (c) the high stakes involved. Differences existed between teachers and parents in the two states. Implications address the need for stakeholders in children’s education to make known the deleterious effects of state testing to those in charge of state-mandated testing.
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Citations
Cited by
Handbook of Human and Social Conditions in Assessment
(2016) · doi:10.4324/9781315749136 · Cited by 447
Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013) · Psychology in the Schools · doi:10.1002/pits.21689 · Cited by 272
Professional identity of a reading teacher: responding to high‐stakes testing pressures
Assaf, L. C. (2008) · Teachers and Teaching · doi:10.1080/13540600802006137 · Cited by 79
Saeki, E., Pendergast, L., Segool, N. K., & von der Embse, N. P. (2015) · Contemporary School Psychology · doi:10.1007/s40688-014-0043-5 · Cited by 29
Metadata
- Authors
- Barksdale-Ladd, M. A., & Thomas, K. F.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2000-11
- Volume
- 51
- Issue
- 5
- Pages
- 384-397
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2149624684
- Cited by
- 269
- References
- 0
- FWCI
- 14.81
- Type
- journal article
- Language
- en
- Open access
- closed
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- Barksdale-Ladd, M. A., & Thomas, K. F. (2000). What’s at Stake in High-Stakes Testing: Teachers and Parents Speak Out. Journal of Teacher Education. https://doi.org/10.1177/0022487100051005006
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
