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AutorAu, Wayne
TitelHigh-Stakes Testing and Curricular Control: A Qualitative Metasynthesis
QuelleIn: Educational Researcher, 36 (2007) 5, S.258-267 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0013-189X
DOI10.3102/0013189X07306523
SchlagwörterTesting; High Stakes Tests; Teaching Methods; Qualitative Research; Educational Research; Curriculum Design; Trend Analysis
AbstractUsing the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. The primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject area knowledge is fragmented into test-related pieces, and teachers increase the use of teacher-centered pedagogies. However, this study also finds that, in a significant minority of cases, certain types of high-stakes tests have led to curricular content expansion, the integration of knowledge, and more student-centered, cooperative pedagogies. Thus the findings of the study suggest that the nature of high-stakes-test-induced curricular control is highly dependent on the structures of the tests themselves. (Contains 4 tables.) (Author).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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