Limiting the Unintended Consequences of High-Stakes Testing

Creator

Stuart S. Yeh

Files

Publisher

Arizona State University, University of South Florida

Publication Date

October 2005

Abstract

Interviews with 61 teachers and administrators in 4 Minnesota school districts suggest that, in their judgment, Minnesota’s state-mandated tests were well-aligned with curricular priorities and teachers’ instructional goals, emphasizing critical thinking as well as competencies needed to pass the Basic Standards exit exam, and avoiding the type of recall item that would require drill and memorization. This result, in combination with a survey showing that 85 percent of Minnesota teachers support the exit exam, suggests that Minnesota has been unusually successful in designing a high stakes testing system that has garnered teacher support. ...

Keywords

Educational evaluation, Accountability, Education evaluation, Achievement tests

Extent

24

Geographic Location

Minnesota

Volume

13

Issue

43

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Yeh, S. S. (2005). Limiting the unintended consequences of high-stakes testing. Education Policy Analysis Archives, 13(43). Retrieved [date] from http://epaa.asu.edu/epaa/v13n43.

Identifier

E11-00465

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Yeh, Stuart S., "Limiting the Unintended Consequences of High-Stakes Testing" (2005). Education Policy Analysis Archives (EPAA). 179.
https://digitalcommons.usf.edu/usf_EPAA/179