Learning to take tests or learning for understanding? teachers’ beliefs about test-based accountability

Educational Forum

Volumn 71, Issue 3, 2007, Pages 232-248

  Jones, Brett D ^a   Egley, Robert J ^b  

^a VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

^b Clewiston High School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 42549142495     PISSN: 00131725     EISSN: 19388098     Source Type: Journal    
DOI: 10.1080/00131720709335008     Document Type: Article

References (28)

1. Amrein, A. L., and D. C. Berliner. 2002. High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives 10(18). Available at: http://epaa.asu.edu/epaa/v10n18.
2. Armistead, L., R. Armistead, and S. Breckheimer. 2001. Grading the North Carolina student accountability standards. Charlotte, NC: North Carolina School Psychology Association.
3. Associated Press. 2003. Anti-FCAT group wants state to release tests. St. Petersburg Times, August 12.
4. Cimbricz, S. 2002. State-mandated testing and teachers' beliefs and practice. Education Policy Analysis Archives 10(2). Available at: http://epaa.asu.edu/epaa/v10n2.html.
5. Commission on Instructionally Supportive Assessment. 2001. Building tests to support instruction and accountability: A guide for policymakers. Washington, DC: National Education Association. Available at: www.nea.org/accountability/buildingtests.html.
6. Desimone, L. M., A. C. Porter, M. S. Garet, K. S. Yoon, and B. F. Birman. 2002. Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis 24(2): 81-112.
7. Evers, W. M., and H. J. Walberg, eds. 2002. School accountability. Stanford, CA: Hoover Institution Press.
8. Firestone, W. A., and D. Mayrowetz. 2000. Rethinking 'high stakes': Lessons from the United States and England and Wales. Teachers College Record 102(4): 724-49.
9. Firestone, W. A., L. Monfils, and G. Camilli. 2001. Pressure, support, and instructional change in the context of a state testing program. Paper presented at the Annual Meeting of the American Educational Research Association, April 10-14, Seattle, WA.
10. Firestone, W. A., L. Monfils, and R. Y. Schorr. 2002. Test preparation in New Jersey: Inquiry-oriented and didactic responses. Paper presented at the Annual Meeting of the British Educational Research Association, September 13, Exeter, England.
11. Florida Department of Education. 2005. Florida Comprehensive Assessment Test (FCAT). Tallahassee, FL: FLDE. Available at: www.firn.edu/doe/sas/fcat.htm.
12. Fullan, M. 1991. The new meaning of educational change. New York: Teachers College Press.
13. Jones, B. D., and R. J. Egley. 2004. Voices from the frontlines: Teachers' perceptions of high-stakes testing. Education Policy Analysis Archives 12(39). Available at: http://epaa.asu.edulepaa/v12n39.
14. Jones, B. D., and A. F. Johnston. 2004. High-stakes testing in elementary school: Teachers' perceptions of the effects on teaching and student outcomes. Research in the Schools 11(2): 1-16.
15. Jones, M. G., B. D. Jones, and T. Hargrove. 2003. The unintended consequences of high-stakes testing. Lanham, MD: Rowman & Littlefield.
16. Jones, G. M., B. D. Jones, B. Hardin, L. Chapman, T. Yarbrough, and M. Davis. 1999. The impact of high-stakes testing on teachers and students in North Carolina. Phi Delta Kappan 81(3): 199-203.
17. Linn, R. 2000. Assessments and accountability. Educational Researcher 29(2): 4-16.
18. National Research Council. 1999. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
19. National Research Council. 2001. Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
20. Olson, L. 2001. Finding the right mix. Education Week 20(17): 12-20.
21. Pedulla, J. J., L. M. Abrams, G. F. Madaus, M. K. Russell, M. A. Ramos, and J. Miao. 2003. Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Boston, MA: National Board on Educational Testing and Public Policy, Boston College. Available at: www.bc.edu/research/nbetpp/statements/nbr2.pdf.
22. Popham, W. J. 2000. Modern educational measurement: Practical guidelines for educational leaders, 3rd ed. Boston: Allyn and Bacon.
23. Raymond, M. E., and E. A. Hanushek. 2003. High-stakes research. Education Next 3(3): 48-55.
24. Schorr, R. Y., and W. A. Firestone. 2001. Changing mathematics teaching in response to a state testing program: A fine-grained analysis. Paper presented at the Annual Meeting of the American Educational Research Association, April 11-14, Seattle, WA.
25. Strauss, A., and J. M. Corbin. 1998. Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd ed. Thousand Oaks, CA: Sage.
26. Tobin, T. C. 2006. School budget cuts stop at $19M. St. Petersburg Times, March 22.
27. Urdan, T. C., and S. G. Paris. 1994. Teachers' perceptions of standardized achievement tests. Educational Policy 8(2): 137-56.
28. Voss, J. F., T. R. Greene, T. A. Post, and B. C. Penner. 1983. Problem solving skills in the social sciences. In The psychology of learning and motivation: Advances in research theory, vol. 17, ed. G. H. Bower, 165-213. New York: Academic Press.