Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers

Bhattacharyya, Sumita; Junot, Mary; Clark, Hillary

doi:10.4236/ce.2013.410091

Cited by 20 publications

(8 citation statements)

References 11 publications

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“…Student achievement is measured by standardized tests that are applied to all schools in the same way. The main reason for this is to establish uniform success standards to measure student achievement [9].…”

Section: Introductionmentioning

confidence: 99%

“…According to [16], preparing for standard tests and the impact on being successful in those tests affects negatively the natural learning process and causes students to focus only on the parts of the subject that will be include in the test. The process of preparing students for standardized tests reduces the amount of time required for teaching, and narrows the content of instructional programs and teaching methods [9]. According to [19], focusing on the results of standard tests can only reflect "teaching the test" instead of more important gains in learning, thus reducing the focus of the curriculum on tests only.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay¹,

Ardiç²

2017

ujer

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The purpose of this study is to examine the beliefs of prospective teachers' about standardized testing in terms of some variables. This piece of research is in survey model. The study is carried out with 442 randomly selected prospective teachers registered in different departments at Dicle University in Turkey during the 2015-2016 academic year. Selected teacher candidates are grouped under 5 fields according to the branches they have registered (social sciences, language education, mathematics and sciences, fields requiring special ability, basic education). The Beliefs about Standardized Testing Scale (BAST) developed by Magee and Jones (2012) and adapted into Turkish language by İlhan, Çetin and Kinay (2015) is used as data collection tool. As a result of the study teacher candidates are found to have moderate beliefs for standardized tests. There is a significant difference between the candidate teachers' beliefs about standardized tests in terms of their gender and fields. Teacher candidates' beliefs about standardized tests do not differ significantly according to the grade variable.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay¹,

Ardiç²

2017

ujer

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“…Youth also expressed feelings of stress regarding examinations, which is a common occurrence in countries that prioritise exams. In the US, standardised tests, rather than reflecting student performance, were found to be associated with ESLs and inappropriate reporting from teachers and schools -since the results are used to rate teachers and their institutions (Bhattacharyya, Junot and Clark 2013;Goldberg 2005;Marchant 2004). Many hours of studying and preparation for exams have been linked to high stress levels and depression (Lee and Larson 2000).…”

Section: Academic Structurementioning

confidence: 99%

Engaging Vulnerable Youth: An exploratory study on youth in Cottonera, youth work and STEAM engagement

Levikov¹

2021

Preprint

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| This a preprint and has not been peer reviewed. Data may be preliminary. community, a cohesive supportive network involving all members of a given place feeding into the supportive structure that enhances learning in both formal and informal settings. What do vulnerable youth need to succeed is the question this report should be tackling, above all else. The answer is complex and multi-faceted, yet simple: a loving community that never gives up on them from administration staff inside the school to the parents, youth workers and elders sharing their neighbourhood streets.

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“…Preparing school leaders to engage in these meaningful transformations in schools is no easy task. Across K-12 US schools, school leaders face numerous challenges including, pressure to promote high stakes testing (see Bhattacharyya, Junot, & Clark, 2013;Hout, Elliott, & Frueh, 2012;Marshall & Oliva, 2010). These state and federal mandates often encourage, support, and inform a school community's curricula, practices, and policy making (Marshall & Oliva, 2010); therefore, these demands often leave little room for school leaders to examine the impact on those served (Pounder, Reitzug, & Young, 2002;Skrla & Scheurich, 2003).…”

Section: Deepening Understanding Of Social Justice-oriented Workmentioning

confidence: 99%

Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change

Boske

2020

Handbook on Promoting Social Justice in Education

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Teaching social justice and developing opportunities for school leaders to develop new ways of knowing and living social justice provide spaces for them to consider ways to provide all students, especially those who live on the margins, with democratically inclusive environments. This chapter presents an arts-based conceptual model to promote sociocultural conceptual model for artmaking as sensemaking to promote social justice and equity-oriented work in school communities.

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Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers

Cited by 20 publications

References 11 publications

Investigating Teacher Candidates' Beliefs about Standardized Testing

Investigating Teacher Candidates' Beliefs about Standardized Testing

Engaging Vulnerable Youth: An exploratory study on youth in Cottonera, youth work and STEAM engagement

Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change

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