Consequences of High-Stakes Assessment for Students with and without Disabilities

Autor/inn/en	Christenson, Sandra L.; Decker, Dawn M.; Triezenberg, Heidi L.; Ysseldyke, James E.; Reschly, Amy
Titel	Consequences of High-Stakes Assessment for Students with and without Disabilities
Quelle	In: Educational Policy, 21 (2007) 4, S.662-690 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904806289209
Schlagwörter	Special Education Teachers; School Psychologists; Exit Examinations; High Stakes Tests; Disabilities; High Schools; Academic Achievement; Educational Improvement; Educational Attitudes; Surveys; Inclusive Schools; Institutional Characteristics; Teacher Attitudes; Counselor Attitudes + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Final examination; Abschlussprüfung; Handicap; Behinderung; High school; Oberschule; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Survey; Umfrage; Befragung; Inclusive school; Integrative Schule; Lehrerverhalten
Abstract	This descriptive study examined school professionals' perspectives of the effects of high-stakes assessment for students with and without disabilities. Participants were 249 general education teachers, special education teachers, and school psychologists from 99 schools across 19 states that have required high school exit exams. Participants completed a survey that examined their observations of the consequences of high-stakes assessment for students. Results suggested that school professionals perceived there to be a range in the effects of high-stakes assessment. Participants' responses indicated that a number of consequences have increased in frequency as a result of implementing high-stakes assessments. Many of the items that respondents indicated have increased were related to improving school and student performance. Less frequently, participants also indicated that some consequences have not changed in frequency or have decreased in frequency as a result of implementing high-stakes assessments. (Contains 3 tables and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10