The relationship between test preparation and state test performance: Evidence from the Measure of Effective Teaching (MET) project

Li, Hongli; Xiong, Yan

doi:10.14507/epaa.26.3530

Cited by 5 publications

(4 citation statements)

References 42 publications

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“…More recent studies confirm previous research findings of an association of modest score gains with test preparation for the ACT (Schiel & Valiga, 2014a;Schiel & Valiga, 2014b;Schiel & Valiga, 2014c;Appelrouth, Zabrucky, & Moore, 2015;Buchman, Condron, & Roscigno, 2010, Moss, Chippendale, Mershon, & Carney, 2012Li & Xiong, 2018;Lane et. al , 2009).…”

Section: Draft Manuscript For Ncme 2019 Dissemination April 6 2019supporting

confidence: 85%

No Pain, No Gain: Lesson Learned From a Test Prep Experiment

Sánchez¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Scores from standardized tests such as the ACT or SAT are common criteria for admission to a four-year college or university. There is a generally held belief that testpreparation programs can result in significant score gains and a postsecondary competitive edge, and this belief drives many college-bound students to participate in these programs to improve their scores and thus their chances for college admission and scholarship opportunities. Given the current climate around test preparation and the call for more and better research evidence documenting the impact of test preparation, we used a pre-test/post-test design with random assignment to treatment and control groups to study the effectiveness of ACT Online Prep (AOP), a self-directed online test preparation program. We found that assignment to AOP was not a statistically significant predictor of ACT scores, meaning that the students who had shortterm access to AOP at no cost did not perform differently than the control group on any of the subject tests or the Composite score. We believe the most likely reason why we did not find a meaningful group-mean difference associated with the treatment is that the usage rates within the AOP program were extremely low. We conclude that simply granting a population of students access to a self-directed test preparation product such as AOP would not be sufficient for improving the college readiness of this population, as many of these students would not make adequate use of the product.

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Section: Draft Manuscript For Ncme 2019 Dissemination April 6 2019supporting

confidence: 85%

No Pain, No Gain: Lesson Learned From a Test Prep Experiment

Sánchez¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…In other words, this means that teachers are inclined to adopt traditional teaching and pursue test-oriented teaching not only in grade 8 but also in grades 5, 6, and 7. However, in a study by Li and Xiong (2018), it was revealed that the time spent on test preparation by students in class negatively impacted their performance in high-stakes testing. In conclusion, it can be asserted that the impacts of high-stakes testing on the learning-teaching process will prevent the development of students in the cognitive, affective, and psychomotor domains and the realization of education policies regarding students' acquisition of 21st-century skills.…”

Section: Discussionmentioning

confidence: 99%

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

Demir

Keleş

2021

JPR

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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.

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“…for proper allocation to be addressed. Because it is not uncommon for schools to spend a tremendous amount of time and money on testing preparation [31]. Marassa [32] advocated incorporating skills into the curriculum with adequate financial support.…”

Section: Careful Budget Planningmentioning

confidence: 99%

The Effects of Standardized Tests on Incorporating 21st Century Skills in Science Classrooms

Nahar¹

2023

In. Sci. Ed. J

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Purpose of the study: The aim of this article was to investigate how the unintended side effects of standardized testing cause teachers not to integrate 21st century skills i.e., communication, collaboration, creativity, and critical thinking, into science classes. In addition, this study also cross-examineed if certain features of standardized testing have any beneficial impact on the adoption of 21st century skills in science teaching. Methodology: This paper followed the method of narrative review. 85 papers were initially selected after the primary searches. Finally, 30 papers were used to answer two research questions in this article. Main Findings: After analyzing the selected papers, this narrative review revealed three unintended outcomes of standardized testing on the practice of 21st century skills, which are: teachers often prioritize testing over teaching, which results in the fact that there is not enough time for innovative instruction, and the time spent on the actual content of the curriculum is often shortened. On the other hand, the review also found that standardized tests can motivate teachers and enable them to offer their students new opportunities to incorporate 21st century skills into science education by following Assessment guidelines and expanding curricular opportunities. Novelty/Originality of this study: This study revealed how standardized test-based education practices in science teaching can be analyzed and customized to create a space for cultivating 21st century skills for students.

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The relationship between test preparation and state test performance: Evidence from the Measure of Effective Teaching (MET) project

Cited by 5 publications

References 42 publications

No Pain, No Gain: Lesson Learned From a Test Prep Experiment

No Pain, No Gain: Lesson Learned From a Test Prep Experiment

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

The Effects of Standardized Tests on Incorporating 21st Century Skills in Science Classrooms

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