Effects of State Tests on Classroom Test Items in Mathematics

Autor/in	Boyd, Brian T.
Titel	Effects of State Tests on Classroom Test Items in Mathematics
Quelle	In: School Science and Mathematics, 108 (2008) 6, S.251-262 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Test Items; Student Evaluation; Knowledge Level; Achievement Tests; Data Analysis; Mathematics Teachers; Standardized Tests; State Standards; Mathematics Education; Grade 8; Interviews; Evaluation Methods; Comparative Analysis; Ohio + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Schulnote; Studentische Bewertung; Wissensbasis; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Auswertung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Standadised tests; Standardisierter Test; Mathematische Bildung; School year 08; 8. Schuljahr; Schuljahr 08; Interviewing; Interviewtechnik
Abstract	Classroom tests from nine eighth-grade mathematics teachers were collected from the 2003-04 and 2005-06 school years. These years represent one school year prior to the eighth-grade Ohio Achievement Test (OAT) in mathematics being implemented and the year after the eighth-grade OAT in mathematics was implemented, respectively. In addition, teachers were interviewed to determine factors that influence classroom assessment practices. Classroom assessment data were compared between the two years, and interview data were examined, to investigate the impact that the new state test was having on classroom assessment practices. An average of 87% of teachers' classroom assessment items were at the lowest depth of knowledge level during both years. Teachers relied heavily on curriculum materials for their test items, and these items tended to only assess students ability to recall basic facts or perform straightforward procedures. The presence of a state test did not entice teachers to assess students at higher depth of knowledge levels. (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10