Teacher and Parent Views on Standardized Testing: A Cross-Cultural Comparison of the Uses and Influencing Factors

Compared to whom? Social and historical reference points and performance appraisals by managers, students, and the general public

“…It is also the case that the substantive effect size of performance information on perceptions could be quite different. As in the context of education used in this study, the nuances of performance are often understood differently by school administrators, parents and students, and the general population (Donegan & Trepanier-Street, 1998). This expected divergence is consistent with previous work on the influence of expertise in decision making processes.…”

I Refuse: A Critical Discourse Analysis of Viral Refusal Letters to High-Stakes Testing

“…However, there is a lack of empirical research on teachers' families' responses to standardized testing in general, or more specifically to new CCSS-aligned assessments. In one pre-No Child Left Behind study on parents' and teachers' views on standardized testing, Donegan and Trepanier-Street (1998) found parents generally supported I REFUSE 3 standardized testing as a means to compare the performance of teachers, school districts, administrators, and schools within the district. In Schroeder's, Currin's, and McCardle's (2016) timely study of the opt-out movement in Florida, they found that mothers see their refusal of high-stakes testing as a way to challenge patriarchal, neoliberal educations reforms.…”

The Teacher as Researcher in Beginning Instrumental Music

“…Date Signature of Evaluator studies of parent perceptions of grading procedures (Culbertson & Jalongo, 1999;Munk & Bursuck, 2001;Pollio, Humphreys, & Eison, 1991;Shepard & Bliem, 1995); student perceptions of grading procedures (Bursuck, Munk, & Olson, 1999;Zeidner, 1987); and various perceptions of assessment and grading (Carlton, 1993;Colangelo, 1981;Donegan & Trepanier-Street, 1998;Viadero, 1994) and report card reform (Allison & Friedman, 1995a, 1995bPardini, 1997). Most of these studies examined perceptions at the secondary level and none reported perceptions of assessment in music courses.…”