What's at Stake in High-Stakes Testing
Teachers and Parents Speak Out
Bibliographic Data
| ID | 4306368 |
|---|---|
| Authors | Mary Alice Barksdale-Ladd (University of South Florida), Mary Alice Barksdale (0000-0002-5501-8916, University of South Florida), Karen F Thomas (Western Michigan University) |
| Year | 2000 |
| Volume | 51 |
| Issue | 5 |
| Pages | 384-397 |
| Publication date | 2000-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487100051005006 |
| OpenAlex | W2149624684 |
| Language | EN |
| Citations received | 33 |
| References cited | 14 |
This article reports findings from interviews with 59 teachers and 20 parents in two large states. Both have standards, attendant benchmarks, and standardized tests to assess students on the standards. Interview protocols from teachers and parents rendered data informing us about (a) teacher and parent knowledge of state standards and testing; (b) teacher test administration and student preparation practices; (c) effects of tests on teachers, parents, and students; (d) how teachers make instructional decisions based on these tests; and (e) the value of such tests. Teachers and parents were unanimous about (a) the intense stress on all involved, (b) the undermining of meaningful instruction and learning, and (c) the high stakes involved. Differences existed between teachers and parents in the two states. Implications address the need for stakeholders in children's education to make known the deleterious effects of state testing to those in charge of state-mandated testing
Mathematics education · Medical education · Pedagogy · Standardized test · State (computer science) · Test (biology) · Value (mathematics) · Computer Science · Educational Assessment and Improvement · Medicine · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Organization and Development Features of Grade 8 and Grade 10 Writers
School Accountability
Job-related Stress and Well-being Among Teachers
Understanding and Addressing the Deficiencies in UK Mathematics Education
Class origins, higher education and employment in China during the 21st century
Reframing School Culture through Project-Based Assessment Tasks
Performance-based accountability
A consequence of school grade labels
The place of play
I Like to Read, but I Know I’m Not Good at It”
The Role of ‘Autonomy’ in Teaching Expertise
Performance Standards and Employee Effort
Interactions Among Domain-Specific Expectancies, Values, and Gender
Evaluating school inspection effectiveness
Feedback in K-12 and higher education
Classroom teachers and physical activity integration
Using performance assessments instead of high-stakes tests
Occupying Youth Development
Because then you could never ever get a job!’
Children’s wellbeing in a high-stakes testing environment
Job demands, resources, and stress among staff in after school programs
Effective teaching in the context of a grade 12 high‐stakes external examination in New South Wales, Australia
Teachers’ Autonomy in Today's Educational Climate
Retaking the Test
Voice Lessons
Learning Citizenship? How State Education Reforms Affect Parents’ Political Attitudes and Behavior
Academically buoyant students are less anxious about and perform better in high-stakes examinations
Writing Instruction or Destruction
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate
Children of Reform
Algumas reflexões acerca dos saberes dos alunos em Portugal
Parents' Perceptions of Education and Culture as a Context of Parental Stress
Classroom Learning Environments and the Mental Health of First Grade Children
| Unique citing works | 33 |
|---|---|
| Citations per year | 1,38 |
| Citation span | 2002 - 2025 (24) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 32 |