The impact of high-stakes testing on the teaching and learning processes of mathematics

Abstract

The impacts of high-stakes testing administered within the framework of accountability policies concern all the stakeholders in the field of education, particularly the policymakers. As such, in the present study, which is specific to the mathematics course, the aim was to examine the impacts of high-stakes testing on teaching and learning processes, measurement and evaluation, communication, and motivation based on teacher perceptions. The study employed one of the qualitative research designs, namely phenomenology. The participants of the study were comprised of 13 middle school mathematics teachers identified via the maximum sampling technique. The data in the study were collected through the semi-structured interview technique and analyzed by using the content analysis method. The results of the study revealed that the teachers were inclined to use the traditional teaching method and solve multiple-choice tests, that the questions they used for the measurement of performance resembled those in high-stakes testing, and that the motivation of both teachers and the students were negatively affected. These findings were all similar to those frequently reported in the literature. Moreover, it was revealed that high-stakes testing prevented the consideration of individual differences and the teaching of values, that high-stakes testing was the focal point in communication, and that the impacts of high-risk testing showed a widespread impact upon different grades ranging from grade 8, during which the testing was done, down onto lower grades. Within the scope of these results, policymakers were recommended to take action toward improving the teaching process by acting together with the teachers to minimize the negative impacts of high-stakes testing on the process.

Conversations reflecting boundary-objects-related details of a teacher’s local practices with spreadsheet algebra programs on variables

“…As noted, we find few such studies in the greater Cape Town low socioeconomic areas (Julie et al, 2019a). By analysing such conversational exchanges, the UMEs are likely to identify curricular details that signal to teachers what to teach, how to assess and what will be examined (Göloglu & Kaplan Keles, 2021;Jonsson & Leden, 2019). Such details provide another way of discovering how teachers converse about the intended, implemented, interpreted and examined curricula (Julie, 2013).…”

Explore The Impact of Standardized Testing on Students’ Learning Potential in Higher Education

“…Also, Stilhan et al revealed that administrators focused on strategies to increase test scores rather than learning outcomes, which negatively affected learners [7]. Demir & Kele focused on assessing the impact of the market high-stakes testing on the teaching and learning process of mathematics [2]. They used a sample size of 13 middle school mathematics teachers.…”

Prediction of medical sciences students’ performance on high-stakes examinations using machine learning models: a protocol for a systematic review

“…Moreover, if these test results are used to make important decisions about students, teachers, administrators and schools, they are considered high-stakes examinations. 4 According to Johnson et al , a test or test programme is high-stakes if its results determine a student’s failure or success in entering a higher grade, enabling or preventing a graduate student from attending higher educational school, and fund management. 8 Therefore, the concept of ‘high-stakes examinations’ refers to tests that are administered nationwide and worldwide in a standardised way.…”

“…Their assessment and accountability policies impact many people and institutions, such as universities, embassies, students, educators, politicians and educational stakeholders. Moreover, if these test results are used to make important decisions about students, teachers, administrators and schools, they are considered high-stakes examinations 4. According to Johnson et al , a test or test programme is high-stakes if its results determine a student’s failure or success in entering a higher grade, enabling or preventing a graduate student from attending higher educational school, and fund management 8.…”

“…Meanwhile, new techniques, such as artificial intelligence and machine learning (ML), are emerging to extract valuable information and discover new patterns from databases 3 4. Many educational data mining (EDM) methods have been proposed to predict students’ achievements in comprehensive tests.…”