The Effects of Standardized Testing on Teaching and Schools

Herman, Joan L.; Golan, Shari

doi:10.1111/j.1745-3992.1993.tb00550.x

Cited by 86 publications

(43 citation statements)

References 2 publications

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“…Bureaucratic performance pressures create a negative reaction among teaching professionals toward teachers and principals being held accountable for students' academic performance, making student achievement evaluations, assessing teacher and principal performance, awarding successful schools, or punishing unsuccessful ones. This dissatisfaction with performance accountability policies is confirmed by studies (Herman & Golan, 1991;Ikeler, 2010;Mathers, 2000). Likewise, in the case of performance accountability, some inappropriate practices and behaviors can emerge to prove the school is highperforming, such as narrowing the curriculum, teaching for a test, including high performing students but excluding low performers (Figlio & Loeb, 2011).…”

Section: Discussion and Theoretical/practical Implicationsmentioning

confidence: 57%

Accountability Policies at Schools: A Study of Path Analysis

2017

EDUC SCI-THEOR PRACT

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Turkey is now on its way to reforming compulsory education and having a more effective and efficient education system by creating more accountable schools. This research has been designed in a causative pattern to discover the effects of external academic performance pressures on school accountability policies and school accountability responses based on quantitative data obtained both from teachers and school administrators. First, account-giving behaviors related to teaching activities among school teachers and administrators directed at themselves and created by academic performance pressures coming from school shareholders, the local socio-environment, and upper bureaucracy respectively were discovered. Second, academic performance pressures from school shareholders create more support for schools' policy on market accountability, whereas bureaucratic performance pressures create resistance to the policy on performance accountability. Third, those who favor obeying the rules for teaching are more inclined to give an account of their deeds to the upper bureaucracy.

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Section: Discussion and Theoretical/practical Implicationsmentioning

confidence: 57%

Accountability Policies at Schools: A Study of Path Analysis

2017

EDUC SCI-THEOR PRACT

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“…E ainda, alguns pesquisadores (Khaniya, 1990b;Pearson, 1988;Swain, 1985) Wesdorp (1982), nos Países Baixos, que averiguou a introdução de testes de múltipla-escolha para avaliar a língua materna e estrangeira; a de Hughes (1988), na Turquia, para estudar se inovações feitas em testes trariam mudanças nos currículos escolares; Khaniya (1990), no Nepal, que investigou o efeito retroativo da 'School Leaving Certificate' ao final do ensino secundário para entrar no nível superior. Herman and Golan (1993) (Alderson, 1992;Gimenez, 1988Gimenez, , 1997Gimenez, , 1998Gimenez, , 1999Hamp-Lyons, 1996;Scaramucci 1992Scaramucci , 1996Scaramucci , 1997Scaramucci , 1998Scaramucci a, b, 1999c. 2002;Wall, 2000;Watanabe, 1996) nos permitiram ver que o efeito retroativo não é um fenômeno completamente entendido e consolidado.…”

Section: Estudos Sobre Efeito Retroativo: Breve Panorama Históricounclassified

Efeito retroativo do vestibular da Universidade Federal do Paraná no ensino de língua inglesa em nível médio no Paraná

Retorta¹

2017

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“…These consequences have subsequently caused a lot of pressure on teachers. For example, Madaus (1985) and Herman et al (1990) stated that test scores from standardized examinations have been used as a basis in making important decisions which are attached to significant consequences for teachers, such as in terms of promotion and funding. Herman et al (1990) coined the term 'accountability pressure' to refer to the teachers' pressure related to the standardized tests and their implications.…”

Section: Pressure To Improve Scores and Classroom Practicesmentioning

confidence: 99%

Pressure to Improve Scores in Standardized English Examinations and their Effects on Classroom Practices

Zakaria¹,

Samad²,

Omar³

2013

IJELE

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This study surveys English language teachers' pressure to improve students' scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers' level of pressure to improve students' performance in the examination. This study also seeks to investigate whether there are any differences in terms of classroom practices between teachers who express high pressure and low pressure. In this study, classroom practices are determined by four variables which are; (i) test preparation activities, (ii) mode of instruction during English lesson, (iii) instructional content, and (iv) teachers' involvement in motivational practices. Responses were analysed using Multivariate Analysis of Variance (MANOVA) to determine whether there is any significant difference in terms of the four classroom practices variables and the pressure subgroups. This study found that teachers are pressured to improve students' scores in standardized English examinations. Further, there are significant differences between teachers experiencing high pressure and low pressure in terms of their classroom practices, mode of instruction, instructional content and motivational practices.

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The Effects of Standardized Testing on Teaching and Schools

Abstract: How much influence does standardized testing exert on teaching and learning in upper elementary classrooms? Is there any difference between the impact of testing on low‐SES and high‐SES classrooms? How much impact does “teaching to the test” appear to have on test scores?

Cited by 86 publications

References 2 publications

Accountability Policies at Schools: A Study of Path Analysis

Accountability Policies at Schools: A Study of Path Analysis

Efeito retroativo do vestibular da Universidade Federal do Paraná no ensino de língua inglesa em nível médio no Paraná

Pressure to Improve Scores in Standardized English Examinations and their Effects on Classroom Practices

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