High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis

By W. Au. 2007

1,130 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/f5a67da0ed2e47c4b4a07f67fe5a70fd75d0d093

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Citations in the corpus

Rethinking accountability in a knowledge society (2010, methodology): “High-stakes testing systems are, according to growing number of researchers, including Au (2007), Berry and Sahlberg (2006), Nichols and Berliner (2007), Loeb et al. (2008), and Shirley (2008), narrowing curricula, increasing the practice of presentation-recitation instructional modes, stifling…”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “…outcomes are used to evaluate not just the attainment of the students but also the quality of a teacher’s competence and the efficacy of schools and school districts, assessments have considerable influence both on what is taught and how it is taught (Au, 2007; Linn, 2000; Sunal & Wright, 2006).”
Assessment and learning: fields apart? (2017, background): “Some studies have found no negative effects of testing upon schools (Kellaghan, Madaus, & Airasian, 1982), but others have found that the taught curriculum was narrowed to the material that was anticipated on the test (Au, 2007; Madaus, Russell, & Higgins, 2009).”
Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2017, background): “…has been an over-emphasis on content knowledge (Layton, 1973; Reddy, 1979; Turner, 1927; Weiss, Pasley, Sean Smith, Banilower, & Heck, 2003) – a feature which is reflected in the external STYLES OF SCIENTIFIC REASONING 5 assessment of much school science (Au, 2007; Osborne and Ratcliffe, 2002).”
Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy (2009, neutral): “This is consistent with the education literature: Teachers teach the curriculum if the curriculum is tested (Au, 2007; Jacob, 2005).”
Understanding Qualitative Metasynthesis (2011, background): “…of qualitative metasynthesis have emerged in the educational arena such as a metasynthesis on the impact of high-stakes testing on curricula (Au, 2007) and a partial metasynthesis combined with narrative reviews on self-determination for students with disabilities (Cobb, Lehmann,…”
Examining Elementary Social Studies Marginalization (2014, background): “Au (2007, 2009) points out in his meta-analyses of social studies instruction and high-stakes testing that teachers’ perception of control over content and instructional time is consistently linked to testing pressures.”
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes (2011, neutral): “…Monfils, et al., 2004), most evidence is that high-stakes school accountability measures have negative consequences on curriculum, teachers, teaching, and student learning and that teachers are aware of this (Au, 2007; Darling-Hammond, 2003; Firestone, Mayrowetz, & Fairman, 1998; Hamilton, 2003).”
Research and Practice in K-12 Online Learning: A Review of Open Access Literature (2009, methodology): “The authors used a type of metasynthesis called template analysis, which entailed designing a template for the coding of the literature (Au, 2007).”
Handbook of Human and Social Conditions in Assessment (2016, background): “Particularly salient was the issue of how to develop important skills like critical thinking, while simultaneously teaching what would be on the state test, goals often in direct conflict (Au, 2007).”
Putting Reading First: Teaching Social Studies in Elementary Classrooms (2008, background): “Complimentary to the findings of Au (2007), our study is an instance “of the narrowing of curriculum, or of curricular contraction to tested subjects” (p.”
Performance Measures and Parental Satisfaction With New York City Schools (2012, background): “Many have criticized the heavy reliance on standardized test scores as the focus of educational performance measurement, to the exclusion of other outcomes (Au, 2007; Booher-Jennings, 2005; Hursh, 2005).”