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Evidence from an extensive qualitative study of the role of external testing in elementary schools led to propositions about the effects of such tests on teachers. Data from interviews revealed that teachers experience negative emotions as a result of the publication of test scores and determine to do what is necessary to avoid low scores. Teachers believe that scores are used against them, despite the perceived invalidity of the tests themselves. From classroom observations it was concluded that testing programs substantially reduce the time available for instruction, narrow curricular offerings and modes of instruction, and potentially reduce the capacities of teachers to teach content and to use methods and materials that are incompatible with standardized testing formats.

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