A Survey of Teachers' Perspectives on High-Stakes Testing in Colorado: What Gets Taught, What Gets Lost. CSE Technical Report.

Autor/inn/en	Taylor, Grace; Shepard, Lorrie; Kinner, Freya; Rosenthal, Justin
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	A Survey of Teachers' Perspectives on High-Stakes Testing in Colorado: What Gets Taught, What Gets Lost. CSE Technical Report.
Quelle	(2002), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; State Programs; State Standards; Teacher Surveys; Teachers; Test Use; Testing Programs; Colorado + Suchen Sie Ihr Suchwort? Regierungsprogramm; Lehrer; Lehrerin; Lehrende; Testanwendung
Abstract	Using a random sample of 1,000 Colorado teachers, this study surveyed the effects of standards, the Colorado Student Assessment Program (CSAP), and school report cards on instruction and test-related practices. Findings show that standards were perceived to have greater impact on improving instruction than did testing. Teachers said they aligned their curriculum, instruction, and lessons to the Colorado standards by adding important content. Attention to the state standards improved the quality of writing instruction and focused instruction in reading, probability, geometry, and mathematics problem-solving explanations. The reported effects of CSAP testing were more mixed. Attention to CSAP improved writing instruction but shifted instruction away from social studies and science, increased the time spent on test format practice, and lowered faculty morale. Nine appendixes provide additional information, including survey responses. (Contains 12 tables and 26 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC