Perceptions of Test Score Pollution Stemming from COVID-19 and State Testing: An Exploratory Case Study

Autor/in	Kalemdaroglu-Wheeler, Elif
Titel	Perceptions of Test Score Pollution Stemming from COVID-19 and State Testing: An Exploratory Case Study
Quelle	(2023), (213 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3115-7
Schlagwörter	Hochschulschrift; Dissertation; Testing Problems; Scores; COVID-19; Pandemics; Standardized Tests; Secondary School Students; Well Being; Test Validity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Standadised tests; Standardisierter Test; Sekundarschüler; Well-being; Wellness; Wohlbefinden; Testvalidität
Abstract	The purpose of this qualitative exploratory case study was to explore teachers' and administrators' perceptions of test score pollution deriving from COVID-19-related issues that may affect students' test scores on state-mandated standardized tests for grades six through 12 in a state along the Atlantic Coast of the United States. Four research questions were devised to investigate participants' perceptions of factors stemming from COVID-19-related issues which may alter students' performance on state standardized tests, commonly referred to as test score pollution. A purposeful stratified sampling method was utilized for participant inclusion criteria. The study sample included four middle school teachers in grades six through eight, two high school teachers, two middle school administrators, and two high school administrators. The data collection method included semi-structured interviews. Data analysis was conducted in unison with memoing, member checking, In Vivo, Descriptive, Focused, Axial, and Process Coding methods. The following themes emerged through data analysis: a) inadequately preparing students for state standardized tests, b) de-valuing of education, c) understanding students' emotional well-being, d) providing data-driven support, e) questioning test validity, f) recognizing magnified disparities among students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01