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|Title:||The Perceived Effects of Standardized Testing on Teaching and Curricula|
|Author(s):||Mathison, Sandra M.|
|Doctoral Committee Chair(s):||Linn, Robert L.,|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Tests and Measurements
Education, Curriculum and Instruction
|Abstract:||In recent years the amount of standardized testing done in schools has increased significantly with test scores used for many purposes. What is unclear is the effect this intensity of testing has on education, particularly teaching and curricula. Three case studies of school districts were conducted to describe effects standardized testing were perceived to have on teaching and curricula. Teacher and administrator interviews were the primary data source.
It was found that standardized testing affects course content, instruction, and overall curricular structure in a variety of ways. These effects were not, however, uniform across or within districts and dimensions along which these effects varied were described. Dimensions such as administrative interest, reporting format, type of test, power of testing, grade level, and subject matter were discussed.
In addition to describing and analyzing these effects, the role of standardized testing as a control mechanism within school districts was discussed. Through centralization of information administrators attempted to control what occurred in classrooms. An analysis of standardized testing as a ritual performance illustrated the meaning of standardized testing in educational settings, and suggested that instrumental and expressive purposes are served in the process.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|