Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition

Abstract

During the 2011–2012 academic year, Texas public schools began administering the State of Texas Assessments of Academic Readiness (STAAR) in grades 3–8, replacing the old testing system, the Texas Assessment of Knowledge and Skills (TAKS). The TAKS–STAAR transition is a unique contextual backdrop for studying the role of state‐mandated reading and writing tests in the assessment and learning environments of elementary and middle schools. In this study, drawing on extensive interview data, we detail the test‐centric instructional practices related to reading and writing that were made evident during the transition and the uncertainties about instruction that were brought about by the implementation of the new test. We also propose three concepts that help explain how test‐centric practices maintain their deep entrenchment in literacy instruction: transfer avoidance, managerial partitioning, and the acceptability of overreaching inferences. Although the transition described in this article is specific to one region of the United States, the findings have implications for future research in other settings.

Common Core Standards and their Impact on Standardized Test Design: A New York Case Study

“…As Davis and Willson (2015) found in their study about the impact of standardized testing on teaching, "Instead of instructional…”

“…The study also found that teachers felt they were incorporating less instruction in narrative genres than they had prior to CCSS, and that they believed the neglect of narrative and imaginative writing assignments was diminishing student engagement . Davis and Willson (2015) also found dissatisfaction regarding pressure to enact testpreparatory practices among teachers interviewed about the implementation of CCSS tests in Texas. Given the powerful influence of these tests on multiple stakeholders, research regarding how CCSS is influencing assessment design is needed.…”

“…For decades, standards-based initiatives in the U.S. have been implemented alongside testing programs that are designed to hold students, teachers, and school leaders accountable for student achievement by linking exam results to teacher evaluations, school restructuring decisions (e.g., school closure), and, in some cases, to students' graduation prospects. For example, some states publish their test scores, which may trigger more explicit test preparation as well as harmful competition among teachers and schools (Davis & Willson, 2015;Dooley & Assaf, 2009). Further, 25 states serving over 34 million students include exit exams as a graduation requirement (Ujifusa, 2012), representing 69% of the nation's enrollment.…”

“…For example, researchers have questioned the consequential validity of high-stakes tests due to their association with high levels of test preparation (Davis & Willson, 2015). As a result, due to the accountability focus of standards-based reform movements, standards themselves may matter less in terms of their influence on instruction than does their representation in standardized tests.…”

How Do Literacy Teacher Educators Engage as Literacy Leaders?

“…PreK-12 classroom teachers must be competent teaching practitioners who are equipped with well-defined knowledge about literacy development and know how to apply this expertise with impactful pedagogical practices among diverse learners (ILA & National Council of Teachers of English [NCTE], 2017). In the present accountabilityfocused era, PreK-12 classroom teachers must also be learner-centered practitioners who prioritize research-based and responsive approaches to literacy instruction over test-centric teaching practices (Au & Valencia, 2010;Davis & Willson, 2015). Ultimately, PreK-12 classroom teachers must be trained as literacy leaders who engage in lifelong learning, reflect upon their practices, collaborate with other practitioners, and advocate for powerful literacy teaching and learning (ILA, 2018a).…”