Teachers? Perceptions of High-Stakes Testing

Jessica Gunn (), Adel Al-Bataineh () and Majedah Abu Al-Rub ()
Additional contact information
Jessica Gunn: State of Illinois
Adel Al-Bataineh: Illinois State University
Majedah Abu Al-Rub: Yarmouk University

International Journal of Teaching and Education, 2016, vol. 4, issue 2, 49-62

Abstract: In recent years, the issue of high-stakes testing has been widely debated in the field of education. Studies have shown that high-stakes tests do little to promote learning in schools, yet there are still widely used. While many studies have examined how testing affects students, schools, and communities, little research has been done to determine how teachers perceive high-stakes tests. It is important for us to study not only how these tests impact our students, but how teachers feel about them as well. This study used a structured survey to question elementary school educators from three Midwestern schools. The purpose of the study was to determine the viewpoints, opinions, and attitudes that teachers have regarding high-stakes tests. The results showed that teachers feel there are some benefits to high-stakes testing, in that it allows students to be compared to their peers. The majority of teachers surveyed, however; felt the weakness of such testing outweighs the benefits. Teachers cite pressures from testing and feel that tests are not a valid way to assess what students know. Tests also shape curriculum in that more time is spent in tested subjects, while time spent in untested subjects is reduced or eliminated.

Keywords: High Stake testing; Assessment; Elementary Teachers; Teacher perception (search for similar items in EconPapers)
Date: 2016
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