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Published: 4 June 2021
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1

Caldwell, Nicole S. "Educational implications of high stakes testing." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:84.

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2

Dodd, Ann. "High stakes testing effects dropout rates." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=813.

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3

Stanley, Laurel Alva. "Florida High Stakes Testing and Graduation Success." UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/319.

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Florida has the longest history of high stakes testing of any state in the United States, spanning a period of 28 years, seven different testing policy periods, and five tests. In this study, analysis of statistics from the 28 years suggested that declines in graduation rates corresponded to increasingly difficult high stakes testing policy periods, new tests, and periods that did not include high stakes accountability for graduation rates. Overall, graduation rates declined through an erratic 28 years for a net loss of 4.51 %. The achievement gap in graduation rates between white and black students worsened 200% from 1992 to 2003. Analysis of a random sample of 3,000 Florida 9th grade students in 1999 indicated that 42.6% of students graduated within four years with a standard diploma. School achievement variables, including grade point average, retention history, high stakes test scores, and attendance, were found to be the best predictors of individual student graduation. Implications were that to benefit the individual student for graduation, teachers and other educators must work to ensure academic success. Educators should conduct further studies to better understand the relationship between graduation success and high stakes testing polices.
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4

Cummings, Karen Gail. "High stakes testing effects on graduation rates." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=936.

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5

Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001teedk.pdf.

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6

Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003teedk.pdf.

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7

Winfield, Lisa M. "High stakes testing policy issues in education: An analysis of litigation involving high stakes testing and the denial of diplomas." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154192.

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8

Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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9

Domond, Natasha Marie. "Educators' Perceptions of High-Stakes Testing in Low and High Poverty Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1688.

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Since the development and implementation of the No Child Left Behind Act (NCLB) of 2002, educators have received pressure from local, state, and federal policyholders for students to achieve academically and for schools to make adequate yearly progress to avoid state and federal sanctions. The purpose of this study was to examine educators' perceptions of the effects of high-stakes testing and the accountability policies in high poverty and low poverty schools. The theoretical frameworks were conservation of resources theory, jobs demands-resources model, and job autonomy and control theory. Research questions focused on understanding educators' perception of high-stakes testing regarding curricula, instructional practices, available instructional support, and job satisfaction. A cross-sectional, quasi-experimental design was used to obtain both quantitative and qualitative with a sample of 200 teachers and 6 principals, respectively. To investigate the differences in responses between teachers, a two-way factorial analysis of variance was used. Quantitative findings indicated that teachers in lower poverty schools had a lower perception when it came to the curricula, instructional method, and instructional support. Teachers in lower poverty schools expressed higher job satisfaction. Qualitative findings showed that principals felt that the Georgia Professional Standards teaches how to pass the test and does not give students the opportunity to apply what is learned. These findings illuminate the role of poverty in high-stakes testing and accountability policies; they also assist policymakers and stakeholders in identifying supports needed to ensure that all children succeed.
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10

Dawson, Heather S. "Teachers’ Motivation and Beliefs in a High-Stakes Testing Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.

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11

Hunsecker, Jennifer Gilroy. "High stakes testing in Florida : media portrayals and parental realities." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002242.

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12

Pavia, Amy. "Elementary Teachers' Perceptions of the Effects of High-Stakes Testing." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1003.

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High-stakes testing has increased since the passage of the federal No Child Left Behind Act (NCLB) of 2001. Many teachers are using teacher-centered activities with memorization and testing coach books instead of creating student-centered higher-order thinking activities. Some school districts are eliminating subjects that are not tested on state assessments. The purpose of this study was to collect information regarding the teaching experiences of 9 elementary teachers from the same school within one public school district. Teacher interviews were utilized in this case study to explore the perceived effects of high-stakes tests on elementary curriculum and instruction. The theoretical foundation for this study was based on the theories of behaviorism and constructivism. The study research questions addressed teachers' perceptions of the effects of high-stakes testing on curriculum and instruction. Qualitative coding was used to identify patterns and themes in the data through the systematic analysis and constant comparison of data sets. Data from interview transcripts were analyzed to determine factors, events, conditions, personal perspectives, and concerns of the elementary teachers. Teachers felt that high-stakes testing has resulted in a rigid, unbalanced and narrow curriculum. Teachers described that high-stakes testing has resulted in clear expectations for teachers which have helped them to know exactly what they have to teach within their classrooms. Implications for positive social change include providing teachers with necessary professional development relating to the effects of high-stakes testing; this can lead to curricular and instructional change that provides more instruction in higher-order thinking.
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13

ZITTLOSEN, BRIANNA RENE. "A LOOK AT MOTIVATION AND HIGH-STAKES TESTING IN SCHOOLS IN THE UNITED STATES." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613826.

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Current research about the motivation used in classrooms indicates that our classroom culture has shifted away from teaching practices. Students require intrinsic and extrinsic motivation to be successful and to become lifelong learners. High-stakes testing combined with standards based curriculum, which is shifting to Common Core, has created a fear among teachers. Because of this, some teachers abandon best teaching practices in order to make students successful on tests instead of focusing on student learning. In order to create lifelong learners, teachers need to shift the focus off of testing and back onto learning itself. Teachers also need to know their students abilities and motivations and teach to those instead of a testing curriculum.
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14

Coppage-Miller, Jacqueline C. "Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56674.

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The purpose of this study was to identify perceptions of middle and high school principals in Virginia regarding high-stakes testing. Perceptions were assessed regarding unintended consequences impacting the principals' role and their alignment with professional and scholarly literature. There were 22 findings emerging from this study. One of the findings revealed that principals perceived the necessity of instructional leadership as opposed to simply acting as school managers. The findings also revealed that middle and high school principals strongly agreed that high-stakes testing resulted in a loss of instructional time and that there has been a narrowing of the curriculum; however there now was a clearer alignment of the written, taught, and tested curriculum. Additionally, the findings revealed that less than 50% of middle and high school principals believed that high-stakes testing had helped close the achievement gap between minority and majority students. One of the most prevalent findings focused on the stress exhibited by students, teachers and administrators, all due to high-stakes testing. One hundred and sixty-six Virginia middle and high school principals participated in this study. An electronic survey instrument was used to rate 31 statements derived from the scholarly literature regarding the unintended consequences and perceptions of high-stakes testing of middle and high school leaders in Virginia.
Ed. D.
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15

Sullivan, Gregory Paul. "The Impact of High Stakes Testing on Curriculum, Teaching, and Learning." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27678.

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Research suggests that high stakes testing impacts teachersâ decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachersâ perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the â digital divide.â
Ed. D.
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16

Calhoun, Sabrina Vaughn. "An analysis of Georgia elementary principals' perceptions of high-stakes testing." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/sabrina_v_calhoun/calhoun_sabrina_v_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Michael D. Richardson. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 100-106) and appendices.
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17

Moyer, Raphael (Raphael E. ). "Testing and evaluation of military systems in a high stakes environment." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59951.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 79-82).
Testing is a critical element of systems engineering, as it allows engineers to ensure that products meet specifications before they go into production. The testing literature, however, has been largely theoretical, and is difficult to apply to real world decisions that testers and program managers face daily. Nowhere is this problem more present than for military systems, where testing is complicated by of a variety of factors like politics and the complexities of military operations. Because of the uniqueness of military systems, the consequences of failure can be very large and thus require special testing considerations, as program managers need to make absolutely sure that the system will not fail. In short, because of the high stakes consequences associated with the development and use of military systems, testers must adjust their testing strategies to ensure that high stakes consequences are adequately mitigated. The high consequence space is broken down into two types of consequences, programmatic and operational. Programmatic consequences occur while a system is under development, and result when insufficient testing is conducted on a system, leading a program manager to have inadequate certainty that the system works to specification. When the program comes under inevitable scrutiny, a lack of testing data makes the program difficult to defend and can thus result in program termination. To address programmatic consequences, testers must utilize a broad based and adaptive test plan that ensures adequate testing across all system attributes, as a failure in any attribute might lead to program termination. To connect programmatic consequences to the realities of system development, the developments of the Division Air Defense System (DIVAD) and the M- 1 Abrams main battle tank are examined in comparative perspective, using testing as an explanation for their dramatically different programmatic outcomes. The DIVAD's testing strategy was not adequate, and the program suffered termination because of public and Congressional criticism; the M- l's strategy, by contrast, was very rigorous, allowing the system to avoid programmatic consequences despite criticism. Operational consequences result from failures of specific attributes during military operations, after the system has already been fielded. Operational consequences are distinguished by their disproportionate impacts at operational and strategic levels of operations, and require targeted testing based on analysis of critical system attributes. The procedure for this analysis is established through use of two case studies. The first case examines a sensor network designed to stop SCUD launches in austere areas; the second case, designed to analyze one system across several missions, conducts an analysis of the potential operational consequences of failures in the Predator drone's system attributes. The following seeks to better define the consequences of system failure with the understanding that the military world is in many ways unique from the civilian world. Implicit in this thesis is a plea for program managers to think carefully before cutting testing time in order to reduce program costs and shorten schedules, because less testing means a higher likelihood of disastrous programmatic consequences and less insurance against operational consequences that can dramatically effect the lives of troops in the field.
by Raphael Moyer.
S.B.
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18

Susbury, Sarah Jane. "Virginia's Implementation of Web-based High-stakes Testing in Public Education." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51769.

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The purpose of this study was to investigate how online testing was implemented within a statewide high-stakes testing program in Virginia's public education system. Virginia's state assessments, known as the Standards of Learning (SOL) tests, were first administered to public school students in 1998 as paper-and-pencil, multiple-choice tests where students used a paper test booklet, an optical scan paper answer document, and a #2 pencil to complete each test. In 2000, at the direction of the Governor and General Assembly of the Commonwealth, the Virginia Department of Education (VDOE) introduced a technology initiative where, upon successful implementation, students would be able to complete their required SOL tests electronically via the Internet. The researcher, an employee of the VDOE with direct involvement in the implementation of online testing, conducted a participant-observer case study and interviewed individuals closely associated with the Virginia Web-based Standards of Learning Technology Initiative. The interview transcripts, project documents, and experiences of the researcher as a participant-observer were used as the primary data sources. Glaser and Strauss's (1967) constant comparative method with suggested procedural additions from Lincoln and Guba (1985) and Maykut and Morehouse (1994), was applied in data analysis. The findings are presented as a monograph with the history and implementation of Virginia's Web-based Standards of Learning Technology Initiative detailed by the participant-observer researcher. The desired outcomes of the researcher's efforts are (a) informing others of Virginia's experiences, including its successes and failures, (b) sharing the lessons learned throughout the implementation of Virginia's Web-based SOL Technology Initiative, and (c) identifying best practices that could be transferable to other state or local organizations attempting similar large-scale initiatives.
Ed. D.
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19

Carver, Susan D. "High Stakes Testing and Accountability Mandates: Impact on Central Office Leadership." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227281262.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Feb. 22, 2010). Advisor: Anita Varrati. Keywords: accountability; case study; central office administrators; data driven decision making; directives; distributed leadership; high stakes tests; K-12 leadership; mandates; NCLB; Ohio; reform; state report cards; strategies; superintendent. Includes bibliographical references (p. 236-252).
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20

Wisdom, Sharon Christine. "Teachers' Perceptions About the Influence of High-Stakes Testing on Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5813.

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Teachers in a New Jersey suburban high school noticed an increase in students' stress and anxiety associated with high-stakes testing, and they were struggling to find strategies and interventions to help. The purpose of this study was to investigate high school English and mathematics teachers' current knowledge, experiences, and perceptions about students' preparation and responses to high-stakes testing and to explore teachers' perceptions about teaching strategies they needed to reduce student test anxiety. Liebert and Morris's bidimensional components of anxiety, emotionality, and worry form the conceptual framework that guided this study. The research questions focused on teachers' perceptions about students' high-stakes testing readiness, students' testing behaviors, and teachers' training needs. A case study design was used to capture the insights of 12 high school English and math teachers through semistructured interviews and a focus group interview; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that teachers recognize that students react in different ways to testing, that students who are prepared for the tests demonstrate greater confidence and less anxiety, and that teachers want more professional development specific to reducing students' anxiety and stress. A professional development project was created to provide teachers with strategies and approaches to prepare students for high-stress testing situations. This study has implications for positive social change by creating a structure to provide teachers with strategies for managing students' test anxiety.
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21

Hodgson, Randall. "The impact of high stakes testing on student learning in the classroom." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hodgson_RMIT2010.pdf.

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22

von, der Embse Nathaniel Paul. "HIGH STAKES TESTING, SOCIO-ECONOMIC CLASS, AND TEST ANXIETY: OPPORTUNITIES FOR IMPACT." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1214510534.

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23

Coble, Jennifer Rogers Dwight L. "Curricular constraints, high stakes testing and the reality of reform in high school science classrooms." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,129.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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24

McLoud, Rachael. "Parents' Reasons for Opting-Out Students from High-Stakes Tests." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977901.

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An increasing number of parents are opting-out their children from high-stakes. Accountability systems in education have used students? test scores to measure student learning, teacher effectiveness, and school district performance. Students who are opted-out of high-stakes tests are not being evaluated by the state tests, making their level of achievement or proficiency unknown by the state government. The purpose of this basic interpretive qualitative study was to gain an understanding of the various reasons, factors, experiences, and personal events that led parents to opt-out their children from at least one 3rd through 8th grade high-stakes test. Data were collected using a researcher-designed semi-structured interview protocol developed using ecological approaches to systems theories and critical pedagogy theories. The study was set in New York and 10 participants were interviewed, all from different rural or small suburban school districts throughout the state. Five themes and 12 subthemes emerged from first and second cycle coding. Key findings indicated that parents decided to opt-out their children from high-stakes tests because they felt high-stakes were inappropriate and unfair. Further, parents were dissatisfied with current high-stakes testing practices. Previous 3rd through 8th grade testing procedures that allowed teachers to make and grade the state tests were seen as acceptable. Parents indicated no issue with testing. However, from a social change perspective they felt the current system of high stakes testing was used improperly to rate students, teachers, programs, and school districts, and that testing should be used to drive instruction and help struggling students. This study is beneficial for school personnel and policy makers because it provides different ways to assess student achievement.

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25

Wheeler, Jessica Marijane. "Anxiety levels of school age students prior to and following high-stakes testing." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=647.

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26

MacPherson, Glen Eric. "Educators' views and practices regarding high stakes testing in grade 12 mathematics classrooms." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30945.

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This dissertation is a case study of the views and practices of mathematics teachers in two British Columbia high schools - their pedagogical, professional, and personal responses to high stakes testing, and the factors that mediate those responses, such as administrators, department heads, other teachers, students, and external influences. There was homogeneity across the two sites in how the teachers approached the Principles of Mathematics 12 course. 'Examination-style content' was reflected in teachers' lectures, assessment and evaluation, and classroom resources. Banks of previous examination items were a common resource at the two sites. Lecturing was the dominant mode of introducing content to students, and there were instances of the use of particular teaching practices - such as test coaching - aimed at improving examination performance. Evidence of downward examination pressure into earlier grades was found in one site. Administrators reported that provincial examinations significantly mediated administrative decisions on staffing, daily scheduling, yearly timetabling, and school-level programs. Teachers and others perceived media rankings of test scores as powerful but simplistic. Students expressed confidence in their teachers, reporting no undue levels of stress as a result of provincials examinations. These findings are consistent with other research that claims there are significant relationships between external testing and teaching practices, and supports the findings of previous examination-impact research from Anderson, Muir, Bateson, Blackmore, and Rogers (1990), and Wideen, O'Shea, Pye, and Ivany (1997).
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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27

McClenny, Tammy. "Student experiences of high-stakes testing for progression in one undergraduate nursing program." Thesis, University of West Georgia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109259.

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High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure senior baccalaureate nursing students enrolled in their final semester of the nursing program. A descriptive qualitative design, using the framework of phenomenography, captured the various ways a group of prelicensure BSN students described their experiences with multiple high-stakes to progress throughout the nursing program towards graduation. Phenomenography is designed to examine the various ways in which a group individuals experience or perceive the same phenomenon. Analysis revealed five major categories of descriptions, including values, stress, inconsistency, high demand/expectations, and transfer of learning. Each category included various sub-categories. The findings provided a rich understanding of the student's point of view of high-stakes tests that is lacking in the nursing education literature. In addition, the results were used to develop a structure of learning model as a useful tool to guide nursing faculty in developing program-specific strategies that promote student success with high-stakes testing throughout nursing curricula.

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28

Matters, Gabrielle. "The omit phenomenon in high-stakes achievement testing using a short-response format." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36595/1/36595_Digitised%20Thesis.pdf.

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To questions about the who, what and why of item omission on tests in short-response format, very few answers have been provided from a combination of the discipline areas of psychology and educational measurement. In this research study, an empirical approach is taken subsequent to the proposal of a theoretical model. It posits that the three clusters constituting "presage" have effects, some direct, some indirect, some positive, some negative, on the "product"-short-response omit rate-and also influence the hidden (and therefore unable-to-be-measured) "process"-the interaction between item and person. Data were obtained on the 1997 QCS Test population (N = 29 273). A 120-item questionnaire was administered to a random sample of 1908 students, interviews were conducted with selected students, and information was extracted from the test construction matrix. The results are analysed in terms of background and psychological characteristics of the candidate and features of the testing process. It is concluded that the predeterminants of the propensity to omit short-response items include sex of candidate, type of school attended, test-irrelevant thinking, academic self-concept, test-taking strategies, and self-imposed difficulty. One of the subsidiary findings is concerned with attitudes to high-stakes testing, another with the consequences of the contextualization of test items for a certain type of student.
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29

Amos, Zachary S. "The Relationship of Readability on the Science Achievement Test: A Study of 5th Grade Achievement Performance." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237770679.

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30

Canady, Jennifer Galbraith. "Leadership Advocacy, Ethical Negotiations, and Resignations to High-Stakes Assessment: A Pilgrimage." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7758.

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The purpose of my study is to explore the stories of the ethical tensions K-12 educational administrators navigate when implementing high-stakes assessment policy in a culture of measurement during testing season. Some educational leaders, in particular K-12 school and district administrators, struggle with the tensions existing between their own personal belief systems, organizational dilemmas, and the requirements of enacting high-stakes assessment policies. Using narrative inquiry as method, I collected and analyzed four school administrators selected who expressed frustration with enacting high-stakes assessment policies. The participants include a middle principal, a middle school assistant principal, a high school assistant principal, and a middle school testing administrator. Through their stories, I raise questions about the purpose of high-stakes assessment and the impact of policies at the implementation level and the impact of policies on the daily practices of school administrators. I illustrate how school administrators negotiate these tensions or have resigned themselves to accept what they cannot change. The findings include the reallocation of capital and human resources during testing season and the abundant loss of instructional time. Additional findings comprise of the juxtaposition between compliance and agency school administrators’ experience, and the nuanced ways schools and districts work to game the system of accountability. Findings also involve how educational leaders work within the boundaries of high-stakes assessment, and at times, find small spaces to resist high-stakes assessment implementation. The study shines light on how they accept the differences between their own personal ethics and the requirements of their jobs. Implications include the need for more scholarship surrounding the allocation and reallocation of resources in public schools during testing season, and the impact high-stakes assessment implementation has on vulnerable populations of students, especially students with disabilities, and students who are English language learners. The participants' stories revealed aspects of high-stakes assessment policy implementation, which impact the lives of students and educators that have not been explored in great depth. I argue for centering ethical leadership and the need for training and socializing school leaders to be social justice advocates for their students even while they are also implicated in systems of accountability. Finally, I also present the inquiry as a pilgrimage metaphor as journey toward not only understanding how school leaders grappled with ethical dilemmas associated with implementing high-stakes assessment in a culture of measurement during testing season, but also a journey to understand my place, as a school administrator, in this ethical conundrum.
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31

D'Hemecourt, Shannon. "The Impact of Accountability on School Dropouts: The Students' Voices." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/259.

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The purpose of this study was to determine the factors that influenced students of one suburban Louisiana school district to leave school prior to obtaining a diploma. Qualitative methods were used to investigate the reasons that students gave for what influenced them in making their decision to leave school. Additionally, it was the intent of the study to determine if the Louisiana school accountability program had any influence on the students' decisions. Interviews were conducted with 11 students who dropped out of school in the 2003-2004 school year. With-in case and cross-case analyses were performed and themes were developed to illustrate the responses given by the participants during their interview. The data suggest students leave school because they face personal obstacles that they cannot overcome. Additionally, participants of this study cited a lack of alternative schooling and disappointment with the systems as other factors that influenced their decision to drop out of school. Furthermore, participants did not feel that school accountability had an influence on their decision to leave school.
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Decuir, Erica L. "Louisiana Educational Assessment Program (LEAP): A Historical Analysis of Louisiana's High Stakes Testing Policy." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/96.

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Abstract High stakes testing is popularly examined in educational research, but contemporary analyses tend to reflect a qualitative or quantitative research design (e.g., Au, 2007; Cochran-Smith & Lytle, 2006; Gamble, 2010). Exhaustive debate over the relative success or failure of high stakes testing is often framed between competing visions of epistemological constructs, and the historical foundations of high stakes testing policies are rarely explored. The origins of high stakes testing can be traced to local school reform efforts in states like Louisiana, and investigating the roots of high stakes testing at the state level contextualizes the national debate on student assessment in research and scholarship. Using historical research methods, this project details the local campaign to implement the Louisiana Educational Assessment Program (LEAP) as Louisiana’s comprehensive high stakes testing program. Enacted under state law in 1986, the LEAP is a series of K-12 student assessments aligned to prescriptive state standards. The LEAP is among the nation’s longest comprehensive high stakes testing programs and is the centerpiece to Louisiana’s school accountability system. The narrative of its development offers critical insight into the overarching rationales for high stakes testing that continue to drive accountability policies throughout the country. This study interweaves sociological and political history into a singular chronological record of the LEAP. Historical research methodology informs this study by establishing the basis for data collection and analysis. Historical research method is the systematic collection and evaluation of primary source data in order to determine trends, causes, or effects of past events (Gay, 1996; Lucey, 1984). Methods used in this research investigation include document analysis and oral history interviews. Multiple data sources are used to gain a thorough understanding of the historical context surrounding the implementation of the LEAP. The LEAP functions as both a student assessment program and policy of school accountability, and the story of its development is an important narrative within the field of high stakes testing research and scholarship.
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Tagher, Catherine G. Robinson Erin M. "An exploration of senior nursing students' percieved stress in a high stakes testing environment." Thesis, Northern Kentucky University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622620.

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This mixed methods participatory action research study investigated student perceptions of stress within the context of a high stakes testing environment. Participants were prelicensure baccalaureate nursing students enrolled in the final semester of their nursing program. The quantitative method, a prospective correlational research design using the Student Nurse Stress Index (SNSI) provided a quantitative measure of stress. Phenomenography, the qualitative method, was used in order to capture the various ways students experience stress. The combination of these two methods provided a rich understanding of student perspectives regarding the use of high stakes testing nursing as a measure of progression toward graduation. Analysis of the research findings revealed all students experience stress while preparing for high stakes testing. However, students perceived the experience of stress in a myriad of ways suggesting that students view high stakes testing as a threat rather than a challenge.

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Simpson, Reeves Samuel D. "High-stakes behaviours: A case study of teacher perceptions of standardised testing in secondary schools." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108953/1/Samuel_Simpson%20Reeves_Thesis.pdf.

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Standardised High-Stakes Testing is a staple of modern education systems worldwide. This study investigates teacher attitudes towards testing and whether there is a relationship between their school context and the formation of attitudes, using NAPLAN as a case-study. This study used Ajzen's Theory of Planned Behaviour and Bernstein's Code Theory, in a mixed-method survey approach and drew on a population of English teachers from Queensland. It found that there were varied attitudes towards NAPLAN testing, and that there were some commonalities between the formation of these attitudes and the school context.
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Kowalski, Monica J. "The Influence of Teachers' Instructional Practices on Student Motivation in Different Assessment Contexts." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365436014.

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Margheim, Dale E. "Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29934.

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The relationships between teacher opinions about Virginia's Standards of Learning testing program and five variables related to teachers' backgrounds and present working conditions were examined in the context of five dependent variables represented as discrete domains. A systematic sample of 464 members of the Virginia Education Association (VEA) was selected to participate in the study. A 52 item survey was mailed to the members of the sample to gather their opinions about the outcomes they believed were occurring as a result of Virginia's Standards of Learning testing program and the state's Regulations Establishing Standards for Accrediting Public Schools in Virginia. Three hundred fifty-two usable questionnaires were returned, for a 76% return rate. Descriptive statistics were used to portray teacher responses in five domains. Three way ANOVAs were computed to determine if any significant main effects or interactions were evident among the independent variables of tenure status, SOL test grade status, and school socio-economic level. Telephone surveys of twelve randomly selected teachers were conducted to enhance understanding of three dependent variables (domains): student outcomes, instructional outcomes, and teacher outcomes. These data were analyzed using qualitative strategies. Findings: Teachers' responses to the mailed survey indicated relatively unfavorable opinions about the outcomes of Virginia's Standards of Learning testing program and related regulations. Outcomes for instructional programs and for teachers themselves were rated more unfavorably than outcomes for students, outcomes for schools, or outcomes for public confidence. The ANOVA analyses indicated that teacher opinions did not vary meaningfully by any of the variables studied or by any combination of these variables. In short, even though a systematic sample of VEA members from throughout the state was surveyed, the opinions of this group of teachers were remarkably similar. Interview data confirmed that teachers had many concerns about outcomes associated with SOL testing. The interviews also indicated that teachers attributed several positive outcomes to SOL testing as well. Several rival hypotheses are presented to explain the apparent homogeneity of opinions among this systematic sample of Virginia educators.
Ed. D.
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Farvis, John. "High stakes testing: Impacts on teacher and administrator practice in New York Schools from the perspective of education consultants." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/400465.

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This study examined the impact of High Stakes Testing (HST) on the practice of teachers and administrators in New York schools from the perspective of education consultants. The results of annual state tests had high stakes consequences for students, teachers, principals and schools. Poor test results over time meant that teachers and administrators might be redeployed, dismissed and schools closed. Teachers and administrators often discussed HST and its impact on their work, with some endorsing and others vehemently challenging its ‘validity’ and utility. An investigation of the influence of HST on the work of teachers and school administrators in New York Schools was undertaken using a mixed methods approach. Data were collected through an online survey from 112 respondents and from semi-structured interviews conducted with 8 consultants. The quantitative research data were analysed with descriptive and inferential statistics and qualitative data was evaluated using thematic analysis. Foucault’s concept of ‘governmentality’ framed aspects of the study and thematic analysis of results suggested that the HST context was directed at accountability measures rather than directly improving student learning outcomes. Findings further indicated that high stakes testing was linked to reduced teacher control in instructional planning, a narrowing of the curriculum related to non-tested subjects and increased use of test preparation activities during classroom instruction. The annual state tests were associated with a decrease in teacher collaboration as project work in core subjects declined and instruction in non-state test subjects was reduced or marginalized. Teachers and administrators experienced increased stress and reduced work satisfaction as the instructional focus narrowed with increased test preparation activities. This initial study indicated that the unintended consequences of initiatives such as HST need to be critically interrogated if teachers and administrators are to work more effectively to improve student-learning outcomes.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Heywood, Joseph Leland. "Teachers' Perceptions of the Effects of the AIMS Test on Arizona High School Math and English Curriculum and Instruction." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/490.

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This is a doctoral dissertation centered on a qualitative research case study on teachers' perceptions of the effects of a particular high-stakes test--the Arizona Instrument to Measure Standards (AIMS) on high school English and math curriculum and instruction. Specifically, this case study involved three focus group interviews at three Arizona high schools. Participants were experienced English and math teachers at each school site. To broaden the perspective gained from the focus group interviews, the study included classroom observations and document analysis. Two of the high schools chosen are located on the Navajo Reservation and were specifically chosen to include an important population of students in a discussion in which they are largely forgotten even though they face unique challenges. A review of the literature on high-stakes testing effects reveals almost no extant literature on the effects of the AIMS test. This study will contribute to the national dialogue on testing effects as well as make an important foundational research contribution to the Arizona state dialogue on AIMS effects.
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Buslinger-Clifford, Sue L. "Retention and special education referral practices before and after the implementation of high-stakes testing." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1821.

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The rewards and sanctions associated with high-stakes testing may induce educators to participate in practices that will ensure the elimination of the scores of low-achieving students from the testing pool. Two ways in which scores may be eliminated is through retention or referral to special education. This study examined the use of these practices at 179 elementary schools in Miami-Dade County Public Schools, the 4th largest school district in the country. Between- and within-subjects designs were analyzed using repeated measures analysis of variance to compare retention and referral to special education practices over a five-year period of time, two years prior to and two years after the implementation of Florida's high-stakes test, the Florida Comprehensive Assessment Test, FCAT. Significant main effects for referral and retention over time were demonstrated. The use of retention steadily increased over the first three years, with its usage maintained during the fourth year. While the use of referral actually decreased from the first to second years, a significant change occurred after the implementation of the FCAT. Examination of the use of these practices according to student and school characteristics revealed significant differences. Increases in the use of referral across time was significant for Black, non-Hispanic and Hispanic students, all limited English proficiency population categories, medium and low socioeconomic status category schools, all grade levels, and for schools with accountability grades of A, C, D and F with the most striking absolute increase occurring for F schools. Increases in the use of retention across time were significant for all ethnic groups, limited English proficiency categories, and socioeconomic status categories, for grades kindergarten through four and by gender. Significant increases occurred for schools with accountability performance grades of C, D and F; however the most dramatic increase occurred for the F schools. A direct relationship between performance category grade of school and their use of retention was demonstrated. The results suggest that schools changed their use of referral and retention in response to the implementation of the FCAT.
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Willis, Sarah Potter. "The effects of high stakes testing on the teaching practices of National Board Certified Teachers /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/williss/sarahwillis.pdf.

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Uribe-Zarain, Ximena. "Growth mixture modeling with a distal outcome an application to reading and high stakes testing /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 139 p, 2007. http://proquest.umi.com/pqdweb?did=1397899701&sid=11&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Dutt, David. "Louisiana Charter Schools Leading in High Stakes Testing: Teacher's Perspective on Their Charter Schools' Success." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/1287.

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Charter schools allow educators freedom to design and execute innovative curriculum and instruction. The best of educational philosophy is constructive only when it transforms into practice. Today's federal assessment program creates a pressurized educational climate that demands educators respond with systematic improvement of test scores. The purpose of this study is to investigate teacher responses to the question "Why is your charter school leading the district in high stakes testing?" The Louisiana State Evaluation Team has determined that the three charter schools featured in this study have been consistently outperforming their respective districts, and the state, while competing favorably with the nation on the Iowa Test of Basic Skills. Qualitative rigor was used to code and classify teacher interviews according to the Seven Correlates of Effective Schools. Themes that could not be classified were assigned a site-specific "correlate of effective charter schooling."  These new correlates are: autonomy, esprit de corps, teacher dedication, teacher professionalism, and teacher leadership. The first school produced themes representing all Seven Effective School Correlates along with two new correlates: esprit de corps and teacher professionalism. The second and third schools produced all new themes represented by the "correlates of effective charter schooling."
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McGinley, Susan. "High-Stakes Testing Isn't the Answer: Study Compares AIMS Test Scores for Different Student Populations." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/622234.

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Haerr, Catherine. "Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.

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Tingey, RaShel Anderson. "High-Stakes Testing Under The No Child Left Behind Act: How Has It Impacted School Culture?" Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3090.pdf.

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McGinnis, Marvin Harris. "Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29186.

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African Americans continue to perform significantly lower on high-stakes measures of educational achievement than do other ethnic groups. Osborn (1997) attributes this low performance by African Americans to their disidentification with the academic discourse. Ickes and Layden (1976), Metalsky, Abramson, and Peterson (1982), Finn (1989), and Belgrave, Johnson, and Carey (1992) relate the poor performance of African Americans to the manner in which they internalize/externalize negative and positive outcomes and the longevity of such outcomes being internalized, which they term locus of control. This study explores the variables of self-esteem, locus of control, test anxiety, reading ability, testing behaviors and the performance of African American males on high-stakes tests of educational achievement. Simultaneously, the study provides a reflection on the challenges faced by a practitioner when he studies an issue of critical concern in his own community.
Ed. D.
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Healan, Jessica A. "Elementary students' perceptions of high-stakes testing in terms of motivation, test anxiety, and academic achievement /." Electronic version (Miscrosoft Word), 2006. http://dl.uncw.edu/etd/2006/healanj/jessicahealan.html.

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Juola-Rushton, Anne Marie. "What are the socio-emotional experiences and perceptions of third grade students with high-stakes testing?" [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002193.

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Brown, Stephanie N. "A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407797/.

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Although sampling techniques have been used effectively in education research and practice it is not clear how stratified random sampling techniques apply to high-stakes testing in the current educational environment. The present study focused on representative sampling as a possible means for reducing the quantity of state-administered tests in Texas public education. The purpose of this study was two-fold: (1) to determine if stratified random sampling is a viable option for reducing the number of students participating in Texas state assessments, and (2) to determine which sampling rate provides consistent estimates of the actual test results among the population of students. The study examined students’ scaled scores, percent of students passing, and student growth over a three-year period on state-mandated assessments in reading, mathematics, science, and social studies. Four sampling rates were considered (10%, 15%, 20%, & 25%) when analyzing student performance across demographic variables, including population estimates by socioeconomic status, limited English proficiency, and placement in special education classes. The data set for this study included five school districts and 68,641 students. Factorial ANOVAs were used initially to examine the effects of sampling rate on bias in reading and mathematics scores and bias in percentage of students passing these tests. Also 95% confidence intervals (CIs) and effect sizes for each model were examined to aid in the interpretation of the results. The results showed main effects for sampling rate and campus as well as a two-way interaction between these variables. The results indicated that a 20% sampling rate would closely approximate the parameter values regarding the mean TAKS reading and mathematics scale scores and the percentage of students passing these assessments. However, as population size decreases, sampling rate may have to be increased. For example, in populations with 30 or fewer students in a subgroup it is recommended that all students be included in the testing program. This study situated in one state contributes to the growing body of research being conducted on an international basis in sample-based educational assessments.
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Kelly, Angela. "Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2513.

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In Western Australia (WA), all secondary students are required to demonstrate their readiness to leave school and enter further studies or the workplace by achieving a minimum standard of numeracy and literacy. This minimum standard can be demonstrated by passing one of two assessments, the National Assessment Program – Literacy and Numeracy (NAPLAN), an annual national assessment for all students in Years 3, 5, 7, and 9; or, if not having reached a high enough standard on the NAPLAN Year 9 test, the Online Literacy and Numeracy Assessment (OLNA). The latter is high stakes test unique to WA which can be attempted in Years 10 through to 12. These two assessments are similar in that they both assess literacy and numeracy and share a common guiding set of standards, derived from the Australian Core Skills Framework (ACSF) (McLean, Perkins, Tout, & Wyse, 2012). This study investigated some ways that some mathematics teachers prepared their Year 10 students for the numeracy component of the OLNA. While the OLNA assesses numeracy skills rather than more conceptually oriented mathematical skills, the preparation of students for this assessment is the sole responsibility of mathematics teachers. The numeracy component of the OLNA comprises multiple-choice and short-answer worded questions that relate to real-life contexts. Students have 50 minutes to complete 45 questions, and the use of calculators is not permitted. Of importance, whilst previous NAPLAN papers are freely available to support NAPLAN preparation, mathematics teachers do not have access to previous OLNA assessments. They are however provided with an example test and a practice test through the School Curriculum and Standards Authority (SCSA) website. This limited transparency in assessment presents challenges for teachers seeking to prepare students for the OLNA. The study into how the teachers in the study prepared their Year 10 students for the numeracy component of the OLNA was guided by the following two research questions: 1. When preparing students for the mandated OLNA numeracy component in their Year 10 classrooms, does the pedagogy of mathematics teachers change? And if so, in what ways? 2. As calculators are freely used in Western Australian mathematics classrooms, how do these teachers accommodate the calculator free nature of the OLNA assessment? Peter Sullivan’s (2011) Six Key Principles for effective teaching of mathematics were used as the theoretical framework to inform data collection and analysis. These Principles, examined in detail, may be summarised by their headings as: 1. Articulating goals 2. Making connections 3. Fostering engagement 4. Differentiating challenges 5. Structuring lessons 6. Promoting fluency and transfer The study used a case study methodology involving an educational assistant and four teachers across two school sites who were all directly involved in preparing students to take the OLNA. Documentary research, in-depth semi-structured interviews, and observations were used to generate data in a 2-week period that coincided with preparation for the OLNA. The study’s findings suggest that pedagogies for preparing students for the OLNA are distinct in that much of the preparatory work is repetitive, completed independently, based on what the final assessment is expected to look like, and does not allow for the use of a calculator. Three of Sullivan’s Principles (1 and 6) – Articulating goals and Promoting fluency and transfer – were observed to be well represented in most OLNA preparation classes where there was a particular focus on independent work and repetitive exercises that attempted to mimic the OLNA assessment. In contrast, Principles 3 and 5 – Fostering engagement and Structuring lessons – were poorly represented in the data. These principles involved engagement in learning through collaboration, communication, and varied representation of mathematical content. The remaining two Principles, 2 and 5 - Making connections and Differentiating challenges, were present in varying degrees. A key finding was that most of the participants said they felt ill-equipped to prepare their students for the OLNA. They struggled with not having access to the actual assessment, the support resources were perceived as unreliable, and feedback from past results was minimal. As classroom time needed to be divided between curriculum work and OLNA preparation, the teachers’ contact time was not equitably distributed between all the students, with “OLNA students” often receiving less curriculum instruction than “non-OLNA students.” In some instances, students preparing for the OLNA received no curriculum-focused teaching during that time. It is of concern if the pedagogical principles that mathematics education researchers indicate should be present in a classroom for the effective teaching of mathematics, are not evident in OLNA preparation classes. The current research is limited in scope and duration due to the small sample size and the data collection time period, with only two sites studied immediately prior to a single round of OLNA testing. Nevertheless, this study has generated important agendas for future research in Western Australia and nationally into numeracy and mathematics teaching. Future research into the impacts of this high-stakes test on teacher and student wellbeing and on mathematics curriculum progression is recommended.
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