nach oben

Journal of Science Teacher Education

Erschienen in:

01.04.2012

A National Survey of Middle and High School Science Teachers’ Responses to Standardized Testing: Is Science Being Devalued in Schools?

verfasst von: Mehmet Aydeniz, Sherry A. Southerland

Erschienen in: Journal of Science Teacher Education | Ausgabe 3/2012

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This study explored American high school and middle school science teachers’ attitudes toward the use of standardized testing for accountability purposes, their justification for the attitudes they hold and the impact of standardized testing on their instructional and assessment practices. A total of 161 science teachers participated in the study. Analyses were based on teachers’ responses to a questionnaire including nine-item likert-scale questions and two-item open-ended questions. The analyses revealed that science teachers have mixed reactions to the administration of standardized tests and its use for accountability purposes. The findings also reveal that standardized testing has a significant influence on science teachers’ instructional and assessment practices in ways that are counter to the learning goals promoted by science education reformists. Our discussion focuses on the implicit and explicit influences of the NCLB Act on science curriculum, teaching and assessment, and how the NCLB driven policies undermine the goals of science education reform.

Vorheriger Artikel An Alternative Research and Science Teacher Preparation Agenda for Urban Science Education: An Insider’s Call for a Focus on Success

Nächster Artikel Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abell, S. K., & Volkmann, J. M. (2006). Seamless assessment in science: A guide for elementary and middle school teachers. Portsmouth, NH: Heinemann.

Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003). Views from the classroom: Teachers’ opinions of statewide testing programs. Theory into Practice, 42(1), 18–29.CrossRef

Abrams, E., Southerland, S. A., & Silva, P. (2008). Inquiry in the classroom: Challenges and possibilities. Greenwich, CT: Information Age Publishing.

American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.

Aydeniz, M. (2007). Understanding challenges to the implementation of assessment reform in science classrooms: A case study of science teachers’ conceptions and practices of assessment. Unpublished Dissertation. Florida State University, Tallahassee, FL.

Bell, B., & Cowie, B. (2001). Formative assessment and science education. Boston: Kluwer.

Berliner, D. C. (2005). Our impoverished view of educational reform. Teachers College Record, 108(6), 949–995.CrossRef

Bianchini, J. A., & Kelly, G. J. (2003). Challenges of standards-based reform: The example of California’s science content standards and textbook adoption process. Science Education, 87, 378–389.CrossRef

Black, P., & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139–148.

Brickhouse, N. W. (2006). Celebrating 90 years of science education: Reflections on the gold standard and ways of promoting good research. Science Education, 90(1), 1–7.CrossRef

Brookhart, S. M. (2006). Formative assessment strategies for every classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Brown, B. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810–834.CrossRef

Calabrese-Barton, A., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 48(1), 50–73.CrossRef

Corbett, H. D., & Wilson, B. L. (1991). Testing, reform and rebellion. Norwood, NJ: Ablex Publishing Corporation.

Darling-Hammond, L. (2004). Standards, accountability, and school reform. Teachers College Record, 106(6), 1047–1085.CrossRef

Darling-Hammond, L., & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.

Davis, N., Genc-Kumtepe, E., & Aydeniz, M. (2007). Fostering continuous improvement and learning through peer assessment: Part of an integral model of assessment. Educational Assessment, 12(2), 113–135.CrossRef

DeBoer, G. E. (2002). Student-centered teaching in a standards-based world: Finding a sensible balance. Science & Education, 11, 405–417.CrossRef

Delandshere, G. (2002). Assessment as inquiry. Teachers College Record, 104(7), 1461–1484.CrossRef

Duschl, R. A., & Gitomer, D. H. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4(1), 37–73.CrossRef

Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.

Finnigan, K. S., & Gross, B. (2007). Do accountability policy sanctions influence teacher motivation? Lessons from Chicago’s low-performing schools. American Educational Research Journal, 44, 594–629.CrossRef

Firestone, W., Mayrowetz, D., & Fairman, J. (1998). Performance-based assessment and instructional change: The effects of testing in Maine and Maryland. Educational Evaluation and Policy Analysis, 20(2), 95–113.

Firestone, W. A., Monfils, L., & Camalli, G. (2001, April). Pressure, support, and instructional change in the context of a state testing program. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Fu, A. C., Raizen, S. A., & Shavelson, R. J. (2009). The nation’s report card: A vision of large-scale science assessment. Science, 326(5960), 1637–1638.CrossRef

Grant, S. G. (2000). Teachers and tests: Exploring teachers’ perceptions of changes in the New York state-mandated testing program. Education Policy Analysis Archives [On-line serial], 8(14). Available: http://epaa.asu.edu/epaa/v8n14.html.

Greene, J. P., & Winters, M. A. (2003). Testing high stakes tests: Can we believe the results of accountability tests? (Report 33). New York: Manhattan Institute, Center for Civic Innovation.

Ingersoll, R. M., & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47(3), 563–594.CrossRef

Jones, M. G., Jones, B. D., & Hargrove, T. Y. (2003). The unintended consequences of high-stakes testing. Lanham, MD: Rowan & Littlefield.

Keigher, A. (2010). Teacher attrition and mobility: Results from the 2008–09 teacher follow-up survey (NCES 2010-353). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [October 10, 2010] from http://nces.ed.gov/pubsearch.

Kim, J. S., & Sunderman, G. L. (2005). Measuring academic proficiency under the No Child Left Behind Act: Implications for educational equity. Educational Researcher, 34(8), 2–13.CrossRef

Klassen, S. (2006). Contextual assessment in science education: Background, issues, and policy. Science Education, 90(5), 820–851.CrossRef

Lee, O. (2005). Science education with english language learners: Synthesis and research agenda. Review of Educational Research, 75(4), 491–530.CrossRef

Linn, R. (2000). Assessment and accountability. Educational Researcher, 29(2), 4–16.

Linn, R. (2003). Accountability: Responsibility and reasonable expectations. Educational Researcher, 32(7), 3–13.CrossRef

Lynch, S., Kuipers, J., Pyke, C., & Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse populations: Results from a planning grant. Journal of Research in Science Teaching, 42(8), 912–946.CrossRef

Madden, D. B. (2008). Middle school educators’ perspectives of changes in teaching practices caused by implementation of the FCAT Science. Unpublished Masters Thesis, Florida State University, Tallahassee, FL.

McMillan, J. H. (2001). Classroom assessment: Principles and practice for effective instruction (2nd ed.). Boston: Allyn and Bacon.

Mehrens, W. A., & Kaminski, J. (1989). Methods for improving standardized test scores: Fruitful, fruitless or fraudulent? Educational Measurement: Issues and Practices, 8(1), 14–22.

National Academy of Sciences [NAS]. (2006). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academy Press.

National Research Council [NRC]. (1996). National Science Education Standards. Washington, DC: National Academy Press.

National Research Council [NRC]. (2000). Inquiry and the national science education standards. Washington, DC: National Academic Press.

National Research Council [NRC]. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.

National Research Council [NRC]. (2005). Systems for state science sssessment. Washington, DC: National Academy Press.

Noblit, G., Hwang, S., Seiler, G., & Elmesky, R. (2007). Forum: Toward culturally responsive discourses in science education. Cultural Studies of Science Education, 2(1), 105–117.CrossRef

Popham, W. J. (2006). Branded by a test. Educational Leadership, 63, 86–87.

Popkewitz, T. S. (2000). The denial of change in educational change: Systems of ideas in the construction of national policy and evaluation. Educational Researcher, 29(1), 17–29.

Pringle, R. M., & Carrier, S. M. (2005). The potential impacts of upcoming high-stakes testing on the teaching of science in elementary classrooms. Research in Science Education, 35, 347–361.CrossRef

Shaver, A., Cuevas, P., Lee, O., & Avalos, M. (2007). Teachers’ perceptions of policy influences on science instruction with culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 44(5), 725–746.CrossRef

Shepard, L. A. (2000). The role of classroom assessment in teaching and learning. Educational Researcher, 29(7), 4–14.

Smith, M. L., & Rottenberg, C. (1991). Unintended consequences of external testing in elementary schools. Educational Measurement: Issues and Practice, 10(4), 7–11.

Stiggins, R. J. (2004). New assessment beliefs for a new school mission. Phi Delta, 86(1), 22–27.

Whitford, B. L., & Jones, K. (2000). Kentucky lesson: How high stakes school accountability undermines a performance-based curriculum vision. In B. L. Whitford & K. Jones (Eds.), Accountability, assessment, and teacher commitment: Lessons from Kentucky’s reform efforts (pp. 9–24). Albany: State University of New York Press.

Yore, L., Henriques, L., Crawford, B., Smith, L. K., Zwiep, S., & Tillotson, J. (2008). Selecting and using inquiry approaches to teach science: The influence of context in elementary, middle & secondary schools. In E. Abrams, S. A. Southerland, & P. Silva (Eds.), Inquiry in the classrooms: Challenges and opportunities (pp. 39–87). Greenwich, CT: Information Age.

Titel: A National Survey of Middle and High School Science Teachers’ Responses to Standardized Testing: Is Science Being Devalued in Schools?
verfasst von: Mehmet Aydeniz
Sherry A. Southerland
Publikationsdatum: 01.04.2012
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 3/2012
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-012-9266-3

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Premium Partner