The lower-order expectations of high-stakes tests: A four-state analysis of social studies standards and test alignment

Theory and Research in Social Education

Volumn 41, Issue 3, 2013, Pages 382-427

  DeWitt, Scott W ^a   Patterson, Nancy ^b   Blankenship, Whitney ^c   Blevins, Brooke ^d   Dicamillo, Lorrei ^e   Gerwin, David ^f   Gradwell, Jill M ^g   Gunn, John ^f   Maddox, Lamont ^h   Salinas, Cinthia ⁱ   Saye, John ^j   Stoddard, Jeremy ^k   Sullivan, Caroline C ^l  

^a UNIVERSITY OF CINCINNATI   (United States)

^b BOWLING GREEN STATE UNIVERSITY   (United States)

^c RHODE ISLAND COLLEGE   (United States)

^d BAYLOR UNIVERSITY   (United States)

^e CANISIUS COLLEGE   (United States)

^f CITY UNIVERSITY OF NEW YORK   (United States)

^g BUFFALO STATE COLLEGE   (United States)

^h UNIVERSITY OF NORTH ALABAMA   (United States)

ⁱ UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^j AUBURN UNIVERSITY   (United States)

^k Dept of Economics and Thomas Jefferson Program in Public Policy at the College of William and Mary   (United States)

^l GEORGIA STATE UNIVERSITY   (United States)

more..

Author keywords

critical thinking; high stakes tests; secondary social studies; social studies standards; standardized testing

Indexed keywords

EID: 84884581335     PISSN: 00933104     EISSN: None     Source Type: Journal    
DOI: 10.1080/00933104.2013.787031     Document Type: Article

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