The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.
Views from the Classroom: Teachers' Opinions of Statewide Testing Programs
Open accessAbstract
This article discusses teachers' views on state-mandated testing programs. An overview of the literature is presented, as well as results from a nationwide survey of teachers. Findings from both suggest that high-stakes state-mandated testing programs can lead to instruction that contradicts teachers' views of sound educational practice. In particular, teachers frequently report that the pressure to raise test scores encourages them to emphasize instructional and assessment strategies that mirror the content and format of the state test, and to devote large amounts of classroom time to test preparation activities. The article concludes that serious reconsideration must be given to the use of high-stakes consequences in current statewide testing programs.
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Citations
Cites
Digest of Education Statistics
(2014) · Choice Reviews Online · doi:10.5860/choice.51-5366 · Cited by 6,258
Digest of Education Statistics: 2001: (492182006-003)
Snyder, T. D., & Hoffman, C. M. (2002) · PsycEXTRA Dataset · doi:10.1037/e492182006-003 · Cited by 1,206
Contradictions of School Reform: Educational Costs of Standardized Testing
McNeil, L. (2001) · NASSP Bulletin · doi:10.1177/0192636501085621011 · Cited by 731
High stakes : testing for tracking, promotion, and graduation
Heubert, J. P., & Hauser, R. M. (1999) · Cited by 713
Put to the Test: The Effects of External Testing on Teachers
Smith, M. L. (1991) · Educational Researcher · doi:10.2307/1176396 · Cited by 509
The Myth of the Texas Miracle in Education
Haney, W. (2000) · Education Policy Analysis Archives · doi:10.14507/epaa.v8n41.2000 · Cited by 482
Assessments and Accountability
LINN, R. L. (2000) · Educational Researcher · doi:10.3102/0013189x029002004 · Cited by 416
(2003) · Cited by 310
The Influence of Testing on the Curriculum
Madaus, G. F., & Keillor, G. (1988) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146818808900505 · Cited by 279
Self-citationRaising Standardized Achievement Test Scores and the Origins of Test Score Pollution
Haladyna, T. M., Nolen, S. B., & Haas, N. S. (1991) · Educational Researcher · doi:10.2307/1176395 · Cited by 271
Cited by
Au, W. (2011) · Journal of Curriculum Studies · doi:10.1080/00220272.2010.521261 · Cited by 578
Handbook of Human and Social Conditions in Assessment
(2016) · doi:10.4324/9781315749136 · Cited by 447
Teaching Writing to Elementary Students in Grades 4–6: A National Survey
Gilbert, J., & Graham, S. (2010) · The Elementary School Journal · doi:10.1086/651193 · Cited by 386
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
Fairness as a multifaceted quality in classroom assessment
Tierney, R. D. (2014) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.12.003 · Cited by 88
Metadata
- Authors
- Abrams, L. M., Pedulla, J. J., & Madaus, G. F.
- Venue
- Theory Into Practice
- Publisher
- Informa UK Limited
- Published
- 2003-02
- Volume
- 42
- Issue
- 1
- Pages
- 18-29
- ISSN
- 0040-5841 (ISSN-L)
- 1543-0421
- OpenAlex
- W2138501933
- Cited by
- 344
- References
- 28
- FWCI
- 16.03
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
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.
