Conceptualizing Teaching to the Test under Standards-Based Reform

Autor/inn/en	Welsh, Megan E.; Eastwood, Melissa; D'Agostino, Jerome V.
Titel	Conceptualizing Teaching to the Test under Standards-Based Reform
Quelle	In: Applied Measurement in Education, 27 (2014) 2, S.98-114 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2014.880439
Schlagwörter	High Stakes Tests; Instruction; Test Preparation; Grade 3; Grade 5; Academic Standards; Educational Change; Suburban Schools; Elementary School Teachers; Alignment (Education); Interviews; Hierarchical Linear Modeling; Mathematics Tests; Mathematics Achievement; Test Items + Suchen Sie Ihr Suchwort? Teaching process; Unterrichtsprozess; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Bildungsreform; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Test content; Testaufgabe
Abstract	Teacher and school accountability systems based on high-stakes tests are ubiquitous throughout the United States and appear to be growing as a catalyst for reform. As a result, educators have increased the proportion of instructional time devoted to test preparation. Although guidelines for what constitutes appropriate and inappropriate test preparation exist, they are outdated and need revision. The current article proposes new guidelines within the framework of standards-based assessment. It also examines the test preparation practices in 32 third- and fifth-grade classrooms and examines the relationship between student test performance and test preparation activities using a two-level Hierarchical Linear Model. Instruction on tested objectives using items like those presented on the state test, decontextualized practice, and teaching test taking skills offered no student achievement benefit relative to general instruction on the state standards leading us to conclude that test preparation was not beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10