Abstract
In 1983, the National Commission on Excellence in Education in the United States issued a report called A Nation at Risk: The Imperative for Educational Reform. This report and other policy initiatives such as the No Child Left Behind Legislation recommended that the individual states institute assessments to hold schools accountable. This research explored the potential impact of impending standardised testing on teaching science in elementary schools in one school district in Florida. We explored the teachers' concerns about the upcoming high-stakes tests in science, possible impact on their curriculum and what changes, if any, will be made in the approach to science teaching and learning in their classrooms. As the teachers look toward the implementation of high-stakes testing in science, they have recognised the need to teach science. This recognition is not borne out of the importance of science learning for elementary school children, but rather out of fear of failure and the effects of tangible rewards or punishments that accompany high-stakes testing. In anticipation, the teachers are preparing to align their teaching to the science standards while aggressively searching for test preparatory materials. Schools are also involved in professional development and structural changes to facilitate teaching of science.
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Pringle, R.M., Martin, S.C. The Potential Impacts of Upcoming High-Stakes Testing on the Teaching of Science in Elementary Classrooms. Res Sci Educ 35, 347–361 (2005). https://doi.org/10.1007/s11165-004-5599-z
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DOI: https://doi.org/10.1007/s11165-004-5599-z