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Perception of high-stakes testing by...

Bryant, Amy J.

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Perception of high-stakes testing by National Board Certified Teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Perception of high-stakes testing by National Board Certified Teachers./
Author:	Bryant, Amy J.
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1615.
Contained By:	Dissertation Abstracts International71-05A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3407615
ISBN:	9781109769845

Perception of high-stakes testing by National Board Certified Teachers.
Bryant, Amy J.

Perception of high-stakes testing by National Board Certified Teachers. - 145 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1615.

Thesis (Ed.D.)--Northcentral University, 2010.

In California, high-stakes testing (HST) takes place in K-12 classrooms yearly in English Language Arts (ELA). Test results have consequences for students and schools. What is unanswered is how California National Board Certified Teachers (NBCTs), perceive HST. To find out, NBCTs completed questionnaires that were based on mixed method research methodologies and included Likert scale and open form response questions. Quantitative data was analyzed using descriptive statistics; hypothesis testing was conducted to test the null hypotheses, and typological analysis was done for the qualitative data. Alternate hypotheses tested included: (a) NBCTs perceive that HST are positive; (b) NBCTs perceive that HST are negative; (c) NBCTs perceive that they adjust their instructional practice to accommodate HST; (d) NBCTs perceive that the tests affect the quality of student work in a positive way; and (e) NBCTs perceive there is pressure from HST. Quantitative tests were calculated using a t test and a level of significance of .05. Results were that NBCTs perceived that there are positive aspects of HST (test value = 2, t (DF=64) = 6.87, p<0.05), negative aspects of HST (test value = 2, t (DF=64) = 19.31, p<0.05), that they made adjustments to their practice to accommodate HST (test value 2, t (DF=64) = 8.30, p<0.05), there is pressure associated with HST (test value 2, t (DF=64) = 4.02, p<0.05) and they did not perceive that HST affected quality of student work in a positive way (test value 4, t (DF=64) = -21.20, p<0.05). Qualitative results indicated that NBCTs perceived holding teachers accountable as positive, narrowing the curriculum as negative, they took time to prepare students for the test, experienced pressure to have high test scores from administrators and the media but did not think that HST portrayed a student's actual ability. Recommendations were that multiple measures need to be used before a school receives sanctions for low test scores. In conclusion, the results were consistent with existing studies and do not corroborate perspectives that HST help students achieve.

ISBN: 9781109769845Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Perception of high-stakes testing by National Board Certified Teachers.
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520 $a In California, high-stakes testing (HST) takes place in K-12 classrooms yearly in English Language Arts (ELA). Test results have consequences for students and schools. What is unanswered is how California National Board Certified Teachers (NBCTs), perceive HST. To find out, NBCTs completed questionnaires that were based on mixed method research methodologies and included Likert scale and open form response questions. Quantitative data was analyzed using descriptive statistics; hypothesis testing was conducted to test the null hypotheses, and typological analysis was done for the qualitative data. Alternate hypotheses tested included: (a) NBCTs perceive that HST are positive; (b) NBCTs perceive that HST are negative; (c) NBCTs perceive that they adjust their instructional practice to accommodate HST; (d) NBCTs perceive that the tests affect the quality of student work in a positive way; and (e) NBCTs perceive there is pressure from HST. Quantitative tests were calculated using a t test and a level of significance of .05. Results were that NBCTs perceived that there are positive aspects of HST (test value = 2, t (DF=64) = 6.87, p<0.05), negative aspects of HST (test value = 2, t (DF=64) = 19.31, p<0.05), that they made adjustments to their practice to accommodate HST (test value 2, t (DF=64) = 8.30, p<0.05), there is pressure associated with HST (test value 2, t (DF=64) = 4.02, p<0.05) and they did not perceive that HST affected quality of student work in a positive way (test value 4, t (DF=64) = -21.20, p<0.05). Qualitative results indicated that NBCTs perceived holding teachers accountable as positive, narrowing the curriculum as negative, they took time to prepare students for the test, experienced pressure to have high test scores from administrators and the media but did not think that HST portrayed a student's actual ability. Recommendations were that multiple measures need to be used before a school receives sanctions for low test scores. In conclusion, the results were consistent with existing studies and do not corroborate perspectives that HST help students achieve.
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