Assessing the Effects of Standardized Testing on Schools

Abstract

This study brings empirical data to the debate about the efficacy of standardized tests. A teacher questionnaire containing 81 Likert-type items was mailed to 450 upper elementary school teachers in 48 schools. Questions of interest included (a) What are the effects of these tests on the teaching and learning process in schools? (b) What is the meaning of test score gains? and (c) Does such testing have differential effects in schools serving students at different socioeconomic status (SES) levels? Approximately 75% of the teachers (n = 341) completed the questionnaires. Results of Cronbach's alpha and principal components analyses indicated that items within specified subscales were internally consistent. Results of a confirmatory factor analysis showed that the interitem correlations within subscales were stronger than those across subscales. The results of multiple discriminant analysis (DA) using categories of TREND (schools with increasing vs. stable or decreasing test scores) as the grouping variable indicated that only two subscales were significantly different across TREND categories. However, the results of a second multiple DA showed that many subscale scores significantly discriminated groups formed by student SES levels. The DA by SES findings suggest that teachers of lower SES students are under greater pressure to improve test scores and focus more on test content in their classroom instruction than teachers of higher SES students.

Standardized Testing and School Accountability

“…There is evidence that high-stakes accountability testing makes it harder to keep teachers (Clotfelter, Ladd, Vigdor & Diaz, 2003), that teachers of disadvantaged students are likely to experience greater pressure to improve their test scores and to focus on test content than teachers of more advantaged students (Herman, Abedi & Golan, 1994), as well as a host of other unintended outcomes. However, given the evidence that accountability systems can have positive effects on student achievement, it would seem appropriate to explore whether the negative effects of high stakes assessment might be ameliorated, while still maintaining the positive impact described above.…”

Les effets de l’évaluation externe sur les pratiques enseignantes : une revue de la littérature

“…En partant de la polémique concernant la validité des résultats aux épreuves high-stakes, bon nombre d'études ont également orienté leur attention sur la façon dont l'enseignement se trouvait affecté par les épreuves externes. À cet égard, deux constats principaux sont récurrents : la réduction du temps attribué aux matières non testées (Booher-Jennings, 2005 ;Boyle & Bragg, 2005 ;Diamond, 2007Diamond, , 2012Smith, 1991b ;Taylor, Shepard, Kinner et al, 2003) et l'alignement des contenus enseignés sur le contenu de l'épreuve dans les matières testées (Barksdale-Ladd & Thomas, 2000 ;Boyle & Bragg, 2005 ;Bracey, 1987 ;Collins, Reiss & Stobart, 2010 ;Diamond, 2007 ;Firestone, Mayrowetz & Fairman, 1998 ;Gerwin & Visone, 2006 ;Herman, Abedi & Golan, 1994 ;Landman, 2000 ;Shepard & Dougherty, 1991 ;Shepard, 1990 ;Smith, 1991aSmith, , 1991bValli & Buese, 2007). En ce qui concerne la réduction du temps attribué aux matières NOTE DE SYNTHÈSE non testées, à partir d'observations de terrain et d'une cinquantaine d'entretiens avec les enseignants dans une série d'établissements de Chicago, Diamond constate par exemple que les enseignants des niveaux 2 et 5 délaissent l'enseignement des sciences et sciences sociales au profit des matières testées, à savoir les mathématiques et l'anglais.…”

Standardized Tests and Froebel's Original Kindergarten Model

“…First, schools often use test scores to compare themselves with other schools (Herman & Abedi;1994;Perrone, 1991;Powell, 1999). Consequently, many administrators pressure teachers to increase student achievement on various standardized tests (Fry, 1998;James & Tanner, 1993), resulting in the ''teach to the test'' phenomenon (Herman & Abedi; Powell).…”