What’s at Stake in High-Stakes Testing

By Mary Alice Barksdale-Ladd, Karen F. Thomas. 2000

313 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/84f759c7f3ff22c7da1ff0daf64e8300237879f8

How researchers see this paper

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

In Education

In Information Systems and Management

Citations in the corpus

Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “Empirical support for this phenomenon of pressure breeding pressure has long been substantiated in the laboratory (eg, Deci, Speigel, Ryan, Koestner, & Kauffman, 1982 ) and field research (eg, Flink, Boggiano, & Barrett, 1990 ; Pelletier, Sequin-Levesque, & Legault, 2002 ) but is now also emergin”
Time in the arts and physical education and school achievement (2003, background): “…instruction, drill, and ‘teaching to the test’ (Stecher and Barron 1999, Ernst 2000, Pasi 2000), while others are discontinuing instructional activities involving student collaboration, games, experiments and investigations, drama and skits, and subject integration (Barksdale-Ladd and Thomas 2000).”
The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?. (2009, result): “Similar dynamics have been documented in other states with accountability policies (Barksdale-Ladd & Thomas, 2000; Lasky, 2005; McNeil, 2000; Smith, 1991; Valli & Buese, 2007).”
Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies (2016, background): “…may result from inadequate time and resources to prepare for the annual, high-stakes test (Berryhill, Linney, & Fromewick, 2009), insufficient administrative support (Barksdale-Ladd & Thomas, 2000), and unrealistic expectations of student test performance from parents (von der Embse et al., 2015).”
Handbook of Human and Social Conditions in Assessment (2016, background): “Numerous qualitative studies (Barksdale-Ladd & Thomas, 2000; Taylor, Shepard, Kinner, & Rosenthal, 2003) illustrate the concerns teachers have relating to pressure caused by the tests (which may cause some to leave the profession) and the feeling that their autonomy and professionalism is being…”
Voices from the Frontlines: Teachers' Perceptions of High-Stakes Testing. (2004, unknown): “There’s way too much testing” (Barksdale-Ladd & Thomas, 2000, p. 392).”
Test Anxiety: A Multifaceted Study on the Perceptions of Teachers, Principals, Counselors, Students, and Parents (2005, background): “E-mail: seanm@uark.edu to raise test scores, claimed too much time is spent on tests and associated tasks, and related a high degree of systemwide anxiety associated with testing (Barksdale-Ladd & Thomas, 2000).”
HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH-STAKES TESTING (2013, background): “…have resulted in increased student anxiety, increased stress, lowered motivation, increased focus on test preparation, and increased job stress and lowered job satisfaction for teachers (Abrams, Pedulla, & Madaus, 2003; Barksdale-Ladd & Thomas, 2000; Jones & Egley, 2004, 2006; Jones et al., 1999).”
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “Nonetheless, like teachers described in previous studies and reports (e.g., Barksdale-Ladd & Thomas, 2000; Rothman et al., 2002), Bridget received strong messages from the administration and other teachers about Walnut Street’s expectations for her mathematics instruction.”