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Teachers' Perceptions of Formal Test...

Coppola, Adriana Battista.

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Teachers' Perceptions of Formal Testing of Students in Grades K-2.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perceptions of Formal Testing of Students in Grades K-2./
Author:	Coppola, Adriana Battista.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275086
ISBN:	9781369728453

Teachers' Perceptions of Formal Testing of Students in Grades K-2.
Coppola, Adriana Battista.

Teachers' Perceptions of Formal Testing of Students in Grades K-2. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 110 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Seton Hall University, 2017.

School leaders and teachers are confronted with federal, state, and local mandates that must be followed to ensure all students reach their fullest academic potential. To this end, the challenge has been raised to teachers and administrators to have younger students in the lower elementary grades prepared for standardized student testing. Assessment comes with varied expectations and beliefs among parents, teachers, administrators, school board members, and the community that may cause difficulty acknowledging developmentally appropriate assessment methods.

ISBN: 9781369728453Subjects--Topical Terms:

3168483
Educational tests & measurements.

Teachers' Perceptions of Formal Testing of Students in Grades K-2.
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245 1 0 $a Teachers' Perceptions of Formal Testing of Students in Grades K-2.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Barbara V. Strobert.
502 $a Thesis (Ed.D.)--Seton Hall University, 2017.
520 $a School leaders and teachers are confronted with federal, state, and local mandates that must be followed to ensure all students reach their fullest academic potential. To this end, the challenge has been raised to teachers and administrators to have younger students in the lower elementary grades prepared for standardized student testing. Assessment comes with varied expectations and beliefs among parents, teachers, administrators, school board members, and the community that may cause difficulty acknowledging developmentally appropriate assessment methods.
520 $a This qualitative study focuses on the perceptions of 16 elementary teachers towards testing students in kindergarten, first, and second grade in one New Jersey urban public school district. Semi-structured interviews were conducted as participants discussed their agreements and disagreements of whether testing has an effect on students, teachers, and on classroom practice. Findings from this study disclosed negative results from student testing such as distress, anxiety, high-levels of worry, and students' lack of confidence as well as positive outcomes from the collected test data, including richer discussions between student, teacher, and parent, and classroom planning and grouping. In an age where accountability for student achievement impacts schools, districts, and teachers, the pressure rises to have student scores increase. Findings for this study documented the importance of professional development and the involvement of teachers in curriculum design.
590 $a School code: 0199.
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650 4 $a Early childhood education. $3 518817
650 4 $a Curriculum development. $3 684418
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710 2 $a Seton Hall University. $b Education Leadership, Management and Policy. $3 3169874
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275086