Search results for: High-stakes testing
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The meaning of teacher education in an exam-oriented education system: lessons from novice secondary teachers in Korea
This study investigated four novice secondary teachers’ experience and perceptions of teacher education in relation to their current work experience in a high-stakes testing context. The novice teachers commonly indicated that their preparation, which had focused on content expertise, turned out to have little significance in schools, as they mainly executed teaching to the test. Instead, their role as homeroom teachers, which was concerned with caring and supporting students, was found to have much more significance. Accordingly, they indicated that teacher education must more strongly emphasise preparing teachers for that role, which requires them to become mature, considerate, and autonomous educators. Based on this finding, this study suggests the need for a clearer conception of and emphasis on the subjectification function of teacher education that is grounded in the consideration of the fundamental vision, purpose, and meaning of teacher education in a society.
Updated: Oct. 24, 2019
Taking and Teaching the Test are not the Same: A Case Study of First-Year Teachers’ Experiences in High-Stakes Contexts
This study explores how two first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. These results show how policymakers’ high-stakes reforms impacted the development of these beginning teachers in significant ways. In this case study, the participants ended their first year of teaching questioning their roles in such classrooms. However, their commitment toward their work with their students appeared to keep them in the field as public school teachers. These findings reveal two implications for researchers, teacher educators, and teacher mentors.
Updated: Feb. 06, 2018
Formative Conceptions of Assessment: Trainee Teachers’ Thinking about Assessment Issues in English Secondary Schools
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Updated: Aug. 28, 2012
This article presents findings from an instrumental case study. The purpose of the instrumental case study was to examine the impact of high-stakes standards-based accountability reform on preservice teachers and what this means for teacher education. The data reveal that these candidates learned in their teacher education program that they had to incorporate Texas’s mandated curriculum into their teaching. However, their field experiences taught them that knowing how to teach the mandated curriculum and putting that knowledge into practice is a difficult task to undertake.
Updated: Feb. 29, 2012
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry
In this article, the authors describe the strategic response of one teacher education program to the challenges of implementing a set of new high-stakes state teaching performance assessment policies. These state policy mandates were perceived by faculty and staff to intrude strongly on the integrity of local program values and practices. In a strategic effort to negotiate the tension between these perceptions and the institutional necessity of implementing the new policies, the authors developed an approach to policy implementation aimed at shifting the discourse of implementation from a focus on compliance to a focus on inquiry.
Updated: Feb. 29, 2012
Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in A Mandated State Testing Environment
In this case study, the authors examine whether student construction of digital documentaries on curriculum-based topics may offer potential to both support students’ acquisition of content knowledge and their engagement in authentic intellectual work. To explore this potential, the authors document two teachers’ efforts to engage their students in a 5-day digital documentary project to challenge their students to more fully understand Irish immigration in the early 19th century. In the end, the authors were encouraged that digital documentaries provided opportunities for students to engage in authentic intellectual work in the context of this standards-based curriculum.
Updated: Sep. 04, 2011
This article reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU). The authors analyzed the responses given in a high-stakes examination of 165 pre-service physical education teachers. The article justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.
Updated: Oct. 20, 2009
This article discusses the issues and implications of high stakes tests on English language learners (ELLs).In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.
Updated: Oct. 27, 2008
The article describes the shift into standardized testing as means of accountability, following the adoption of the No Child Left Behind legislation in the United States. The authors examine how individual differences in motivation and psychological processes contribute to the high-stakes math assessment. The individual differences that are considered are: achievement goals, value, self-concept, self efficacy, text anxiety, and cognitive processes.
Updated: Mar. 23, 2008