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• W1788529051 abstract "Research & Practice, established early in 2001,features educational research that is directly relevant to the work of classroom teachers. In this, the 19th article in the series, I invited S.G. Grant to examine the ways social studies teachers are responding to testing. --Walter C. Parker, Research and Practice Editor, University of Washington, Seattle. Although largely left out of the No Child Left Behind legislation, social studies remains a frequently tested subject on state-level standardized exams. As of 2004, 23 states conducted standards-based social studies tests, 10 of which could be considered high stakes. (1) Where social studies will fit into the national testing picture is uncertain, but the reality of state-level testing for teachers and students is unlikely to change in the near future. (2) What school observers think could or should or may happen with testing is interesting, to be sure, but research on the lived experiences of social studies teachers and their students may be more revealing. As we shall see, the evidence confirms and challenges both policymakers' hopes and critics' fears: Teachers are both reacting and acting. Defining High-Stakes Before looking at effects of state-level social studies testing, it is necessary to realize that not all state history tests have explicit and direct or consequences for teachers or their students. High is vaguely defined at best. As some researchers point out, however, how teachers perceive test-related consequences may be as important as how policymakers intend them. (3) If an immediate and potentially dramatic effect on students' school lives is one dimension of testing, then the exams administered in states like Texas, Virginia, Mississippi, and New York qualify: Test scores in these states determine whether or not students graduate from high school. By contrast, students' scores in states like Michigan and Kentucky count toward the general assessment of their schools, but hold no particular consequence for the students themselves. Another complication to the stakes issue comes in the form of elementary and middle school students in New York and other states who take state exams, but whose scores have little direct impact on their school lives. The stakes attached to social studies tests become especially complex when looking at teachers. Test performance in states has far greater implications for students than for their teachers; in no state, for example, do teachers face immediate dismissal for low student scores. That said, the perceived impact of state tests on teachers may be just as real as the real consequences attached. For evidence of this claim, one need look no further than the fact that teachers who face no state social studies can feel just as pressed to change their teaching (or not!) as teachers who do. (4) As the research evidence accumulates, one can conclude that the particular stakes attached to a state-level may matter less than the mere existence of a test. In short, the part of the phrase high-stakes test may matter as much as the stakes themselves. Patterns emerge across teachers' responses to state tests, but those patterns offer little predictable value. Some novice teachers and their veteran peers feel pressured to undercut their pedagogical goals in reaction to state pressures. But other teachers, sometimes in the same schools, feel free to carve out their own pedagogical paths. There are many ways to interpret the influence of state social studies tests but, as policy tool, it is hard to ignore the conclusion that state-level tests produce a crazy quilt of responses. How Do Social Studies Teachers Respond to Tests? As the research base on how teachers respond to state social studies tests grows, an interesting distinction is emerging. …" @default.
• W1788529051 created "2016-06-24" @default.
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• W1788529051 date "2015-04-10" @default.
• W1788529051 modified "2023-10-16" @default.
• W1788529051 title "High-Stakes Testing: How are Social Studies Teachers Responding?" @default.
• W1788529051 doi "https://doi.org/10.4324/9781315726885-11" @default.
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