Does Test Preparation Mean Low-Quality Instruction?

Blazar, David; Pollard, Cynthia

doi:10.3102/0013189x17732753

Cited by 22 publications

(9 citation statements)

References 33 publications

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“…Non-availing epistemic beliefs about mathematics-i.e., the belief that knowledge is fixed, simple, certain, objective, and comes from a person of authority in mathematics rather than seeing the discipline of mathematics as evolving, complex, and uncertain at times-were found to be positively associated with higher student mathematics achievement. This may be due to the way the standardized mathematics assessments were constructed (more factual than cognitively rich test questions; Popham, 2001) and teachers' reflexive strategies (i.e., test preparation) against high-stakes testing that may result in less availing views of mathematics and less ambitious teaching of mathematics (Blazar & Pollard, 2017).…”

Section: Discussionmentioning

confidence: 99%

A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement

Ekmekci¹,

Corkin²,

Fan³

2019

AJTE

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Teachers' content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers'-who teach in high-poverty urban schools-professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students' math achievement. Hierarchical linear modeling (HLM) results indicated that although students' prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers' MKT and holding a bachelor's degree in mathematics had significant positive effects on students' math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers' mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers' mathematical knowledge for teaching, especially for urban school teachers.

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Section: Discussionmentioning

confidence: 99%

A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement

Ekmekci¹,

Corkin²,

Fan³

2019

AJTE

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“…For example, Menken (2006) showed that teachers in bilingual programs shifted to English instruction in the grades in which content assessments went into effect due to test administration in English. High stakes test preparation can dilute instruction (Blazar & Pollard, 2017), a phenomenon that Palmer and Snodgrass Rangel (2011) found to impact EL students as teachers felt that test preparation resulted in a narrowing of instruction that was at odds with EL students' pedagogical and linguistic needs. These concerns come alongside doubt that the use of high-stakes content area assessments translates into improved learning overall (Amrein & Berliner, 2002), and doubt about the degree to which instructional alignment with state academic standards is related to effective teaching (Polikoff & Porter, 2014).…”

Section: Policy Area #2: El Assessmentmentioning

confidence: 99%

State English learner education policy: A conceptual framework to guide comprehensive policy action

Umansky¹,

Porter²

2020

EPAA

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Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy. The framework is organized around three core principles of understanding students, providing high quality instruction, and supporting effective systems. Drawing on recent decades of policy research, the framework identifies nine key areas for comprehensive state policy action: (1) addressing diversity in EL skills and needs, (2) EL assessment, (3) classification and reclassification, (4) core content access, (5) English language development instruction, (6) bilingual education, (7) EL funding, (8) teacher preparation and skills, and (9) pre-K through postsecondary alignment. Along with synthesizing policy research in each of the nine areas, we present relevant policy implications. We outline how this framework can be used – and adapted – by policymakers and scholars to examine state EL education policy contexts and to guide future research and policymaking.

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“…Test-based accountability, and especially test preparation activities that have arisen from it, also change the nature of instruction and are associated with math teaching that is of lower quality and less rigorous (Blazar & Pollard, 2017). Instruction is modified by the interim assessment results that have now become a dominant feature of classrooms (Clune & White, 2008).…”

Section: Measuring Achievement and Opportunitymentioning

confidence: 99%

Measuring opportunity: Redirecting education policy through research

Pfleger¹,

Wilson

Welner

et al. 2018

EPAA

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While scholars develop research with clear implications for policy and practice, this work has been largely ineffective in influencing thought beyond the academy. In this article, we explore challenges researchers face in designing public scholarship to influence policy. To illustrate, we profile one such effort, the "Opportunity to Learn Index," a national project designed to compare opportunities to learn in all 50 states, and we detail challenges related to method, analysis and presentation. This type of effort, we conclude, asks researchers to embrace unique challenges and the inescapably political nature of the knowledge enterprise, especially when engaging with non-researcher audiences.

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Does Test Preparation Mean Low-Quality Instruction?

Cited by 22 publications

References 33 publications

A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement

A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement

State English learner education policy: A conceptual framework to guide comprehensive policy action

Measuring opportunity: Redirecting education policy through research

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