Views from the Classroom: Teachers' Opinions of Statewide Testing Programs

By L. Abrams, Joseph J. Pedulla, G. Madaus. 2003

376 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/04deb01edf878158e9e5fe7dc2c01adf08c3b20e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. The Disciplined Reading and Learning Research Labo
2. Patricia A. Alexander
3. Lionel H. Brown
4. Kelli Ballard
5. J. La Guardia
6. L. Wang
7. Yousef Abosalem
8. Natasha K. Segool

In Information Systems and Management

1. Kelli Ballard
2. J. La Guardia
3. The Disciplined Reading and Learning Research Labo
4. Yousef Abosalem
5. Patricia A. Alexander
6. Alan B. Bates

Citations in the corpus

• Making a Connection between Student Achievement, Teacher Accountability, and Quality Classroom Instruction (2008, methodology): “Increasing the number of teachers who earn National Board Certification will have a direct impact on raising student achievement levels in schools across the country.”
• Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy (2009, background): “…the desired effect (better performance), it often also had a number of undesirable side effects, e.g. loss of intrinsic subject motivation, increased test anxiety, increased pressure to perform, lower self-efficacy (Abrams et al., 2003; Ryan, Ryan, Arbuthnot and Samuels, 2007; Ryan and Sapp, 2005).”
• HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH-STAKES TESTING (2013, background): “Specifically, teachers reported that students experience heightened anxiety, stress, pressure, and worry due to high-stakes testing programs (Abrams et al., 2003; BarksdaleLadd & Thomas, 2000; Jones & Egley, 2004, 2006; Jones et al., 1999).”
• Assessment Techniques and Students’ Higher-Order Thinking Skills (2016, background): “Moreover, many studies outlined that these types of tests tighten the content that teachers teach in their classes (Abrams et al., 2003; Firestone et al., 1998) and do not provide teachers with a clear idea into student actual learning (Black & William, 1998).”
• Controversies of Standardized Assessment in School Accountability Reform: A Critical Synthesis of Multidisciplinary Research Evidence (2006, background): “In another national survey, 19 states were reported to attach high-stakes sanctions and rewards to their assessment results, including accreditation and financial incentives (Abrams et al., 2003).”
• Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “Teachers report that the high-stakes climate encourages them to dedicate their class time to “teach to the test” and orient toward achievement of high test scores, despite the fact that it goes against their philosophies of good teaching ( Abrams, Pedulla, & Madeus, 2003 ).”
• Reading Into the Future: Competence for the 21st Century (2012, background): “performance in reading not only for school but also for their own purposes will be hindered if they fail to recognize the actual cognitive and motivational demands associated with engagement in higher-order thinking, deep-level processing, and the attention to multiple intermediate goals required fo”