Can high stakes national testing improve instruction: reexamining conventional wisdom

Chapman, David W.; Snyder, Conrad W.

doi:10.1016/s0738-0593(00)00020-1

Cited by 77 publications

(81 citation statements)

References 6 publications

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“…The study shows that teachers have engaged most effectively with new assessment system when the changes have derived from clearly understood changes in the curriculum. Chapman & Snyder (2000) also argue that the new assessment systems are implemented since it can be effective for improving instructional practice but such a mechanism can fail to understand the conditions that need to be met in order to have the desired impact on teachers' classroom practice. They also argue that teachers can not adjust to the changes in assessment all the time.…”

Section: Literature Reviewmentioning

confidence: 99%

School Based Assessment: Will it Really Change the Education Scenario in Bangladesh?

Begum¹,

Farooqui²

2008

IES

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In Bangladesh, the system of assessment has always been guided by curriculum though the system only covered learners' ability of memorization and comprehension skills. Other categories of skills in the knowledge like application, analysis, synthesis and evaluation are hardly included in the assessment. Besides, some of the essential qualities such as oral presentation, leadership, tolerance, co-operative attitude, school behavior, co-curricular activities, and social values are not included in the assessment system. As a result, learners' trend to rely heavily on their memorization skill leads them to become crippled lacking required excellence to contribute fruitfully to the society. The government of Bangladesh has timely envisaged the reservation of its education system and has justly adjudicated the School Based Assessment (SBA) aspiring learners' holistic development. SBA has been implemented in junior secondary levels of general education in June, 2007. This paper reveals the current situation of the recently applied assessment system through a study of a group of teachers of secondary level and SBA trainers. It will discuss the issues that emerge from the arguments of the scholars that they hold regarding SBA and its potentiality in the context of Bangladesh.

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Section: Literature Reviewmentioning

confidence: 99%

School Based Assessment: Will it Really Change the Education Scenario in Bangladesh?

Begum¹,

Farooqui²

2008

IES

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“…Chapman and Snyder (2000) stated that "it is not the examination itself that influences teachers' behaviour, but teachers' beliefs about those changes" (p. 462). Bailey (2005) also argues that teachers may have limited power to influence international examinations and high stakes national, but they do have great power to guide the students to learn, to teach them the academic language which they need to do the tasks in target language use situations and how to work with test results and tests.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Iranian EFL Teachers’ Behavior and Academic Achievement of High School Students

Nouri

2015

JLTR

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Abstract-Johnston & Pennypacker (1993) stated "Behavior" is defined as the action or activities of an organism that is anything that an organism does, including physical action, internal physiological and emotional processes and implicit mental activity. Teaching can in fact, be defined as conscious behavior that makes learning more probable and more efficient than it would have been without that behavior (as cited in Shafgat, 2009). The major purpose of the study was to investigate the relationship between EFL teachers' behaviors and the academic achievement of the high school students in Iran. Sixty two High school English teachers from Sistan and Baluchistan were selected via the purposive sampling procedure. One questionnaire, for EFL high school teachers was developed for the collection of data. The data of the study were collected and analyzed through appropriate statistical techniques such as descriptive statistics and inferential statistics (Pearson correlation and linear regression analysis).The results of the study showed that there is significant relationship between Iranian EFL teachers' behavior and academic achievement of high school students. The results also showed that cognitive and psychomotor behavior of EFL teachers could predict academic achievement of students. Therefore, it could be argued that all dimensions of teachers' behavior could not predict academic achievement of high school students.Index Terms-EFL teachers, behavior, academic achievement, cognitive behavior, affective behavior, psychomotor behavior

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“…There is a significant body of research exploring the impact of language testing on teachers and classrooms (e.g., Chapman and Snyder, 2000;Cheng, 2005;Qi, 2007) and the socio-political systems surrounding them (e.g., McNamara and Roever, 2006;Shohamy, 2001); however, impact on the "ultimate stakeholder", the individual language learner, has received far less attention (Cheng et al, 2010, p. 222). Additionally, although there is an impressive body of research focused on young adolescent learners in the literature on language teaching and learning (e.g., Guilloteaux and Dörnyei, 2008;Roessingh et al 2005;Swain and Lapkin, 1995), very few studies have focused on these learners in relation to their language assessment environment , as older adolescents, adults, and young English language learners (under 12 years) have tended to occupy researcher interest.…”

Section: Assessment Practices and Adolescent Motivationmentioning

confidence: 99%

Raising the bar: language testing experience and second language motivation among South Korean young adolescents

Haggerty

Fox

2015

Language Testing in Asia

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Drawing on second language (L2) motivation constructs modelled on Dörnyei's (2009) L2 Motivational Self System, this study explores the relationship between language testing experience and the motivation to learn English among young adolescents (aged 12-15) in South Korea. A 40-item questionnaire was administered to middle-school students (N = 341) enrolled in a private language school (hakwan). Exploratory factor analysis (EFA) identified five salient L2 motivation factors. These factors were compared to four learner-background characteristics: gender, grade level, L2 test-preparation time, and experience taking a high-stakes university-level language test. The results suggest that second language motivation, based on the L2 motivation factors identified as most salient in this educational context, was significantly associated with the amount of time spent preparing for language tests and experience taking a high-stakes language test intended primarily for university-entrance purposes. Young South Korean adolescent learners' testing experiences and their motivation to learn English are discussed in relation to the social consequences of test use and ethical assessment practices.

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Can high stakes national testing improve instruction: reexamining conventional wisdom

Cited by 77 publications

References 6 publications

School Based Assessment: Will it Really Change the Education Scenario in Bangladesh?

School Based Assessment: Will it Really Change the Education Scenario in Bangladesh?

The Relationship between Iranian EFL Teachers’ Behavior and Academic Achievement of High School Students

Raising the bar: language testing experience and second language motivation among South Korean young adolescents

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