High-Stakes Testing and the Teaching of Science

Wideen, Marvin F.; O'Shea, Thomas; Pye, Ivy; Ivany, George

doi:10.2307/1585793

Cited by 52 publications

(36 citation statements)

References 17 publications

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“…In addition, instructional time for science in lowperforming urban elementary schools is often limited and tightly regulated due to the urgency of developing basic literacy and numeracy in students with limited literacy and numeracy skills and those learning English as a new language. Furthermore, teachers wishing to pursue inquiry instruction in urban schools face added challenges in the context of high-stakes assessment and accountability, as sanctions against poor academic performance are disproportionately leveled against urban schools (Secada & Lee, 2003;Settlage & Meadows, 2002;Wideen, O'Shea, Pye, & Ivany, 1997).…”

Section: Science Inquiry Instruction With Ell and Low-ses Studentsmentioning

confidence: 99%

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

et al. 2006

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This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. ß

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Section: Science Inquiry Instruction With Ell and Low-ses Studentsmentioning

confidence: 99%

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

et al. 2006

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“…Teachers exploring instructional practices informed by current views of learning and supported by cognitive psychology that seek deeper understanding and critical thinking may find those techniques, and even those goals, at odds with the drill and practice suggested by the broad rather superficial coverage typical of schools with graduation exams (Marchant, 2004). High stakes examinations have been found to be a major factor in discouraging teachers from using strategies that promote enquiry and active learning, and this "impoverishment" influences the language of classroom discourse (Wideen, O'Shea, Pye, & Ivany, 1997). Therefore, as more flexible, responsive, innovative student-based instructional approaches are abandoned in favor of achievement test preparation, the ability to reason verbally and mathematically, as reflected by SAT scores, may suffer.…”

Section: Hs Grad Exam (-) 2%mentioning

confidence: 99%

The relationship of high school graduation exams to graduation rates and SAT scores.

Marchant

Paulson

2005

EPAA

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The current study examined the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and individual students' SAT scores. Three data sources were used: One source identified states requiring a standardized test for graduation; the NCES provided state aggregated data on graduation rates for the class of 2002; and the College Board provided its 2001 SAT database for all test-takers. After controlling for students' demographic characteristics (e.g., race, family education and income, GPA and class rank), regression analyses revealed that states requiring graduation exams had lower graduation rates and lower SAT scores. Individually, students from states requiring a graduation exam performed more poorly on the SAT than did students from states not requiring an exam. The impact of high stakes tests' on students' motivation to stay in school and on the teaching of critical thinking skills (tested by the SAT) are discussed.Education Policy Analysis Archives Vol. 13 No. 6 2 A major event impacting an adolescent's passage into adulthood is graduation from high school. The high school diploma is a credential of responsibility, perseverance, and completion of years of education. It is a tool for potential employers, it is a stepping-stone for higher education, and it is a status symbol and certificate of self worth. Current educational policies, including those contained in the No Child Left Behind federal mandate, seek to improve the educational quality for the nation's schools. However, educational accountability, could threaten the future of many adolescents. High schools requiring standardized examinations for graduation and diplomas could be putting some of their students at a disadvantage by encouraging dropping out of school, or by focusing the curriculum in a way that facilitates performance on the exam at the expense of critical thinking skills, including those assessed by the SAT. On the other hand, the implementation of graduation exams may improve students' performance on other high stakes tests, such as the SAT, by helping to motivate students to achieve more demanding standards and provide them with valuable test taking experience.Minimal research has looked at the effect of high stakes testing on graduation rates, and only one study has attempted to look at the effect of high school graduation examinations on SAT scores (Amrein & Berliner, 2002). Furthermore, studies that do explore the relations between high stakes tests and students' achievement outcomes often ignore the confounding effects of demographic factors such as race, family income, and student ability (GPA and class rank). The purpose of the current study was to examine the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and on individual students' SAT scores. In addition, several demographic factors known to impact students' test results and graduation rates were included. High Stakes TestsThe American Educational Research Association (2000...

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“…There is a methodological shift from the constructivist student-centered approach to teacher-centered instruction, mainly due to time pressures (Wideen, O'Shea, Pye, & Ivany, 1997). According to these researchers, this hinders teacher creativity by taking away the "art of teaching."…”

mentioning

confidence: 99%

Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

Rivera¹

2011

Career and Technical Education Research

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High-Stakes Testing and the Teaching of Science

Cited by 52 publications

References 17 publications

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

The relationship of high school graduation exams to graduation rates and SAT scores.

Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

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