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• W305996638 abstract "ABSTRACT The purpose of this study was to determine if a high school graduation examination influences instructional practices. Data were obtained from a survey instrument given to a stratified random sample of Tennessee science teachers who teach the content that is tested on their state's high school graduation examination. An analysis showed teachers using predominately teacher-centered practices such as multiple-choice questions, textbooks, textbook-based assignments, and lecturing. Also, a correlation was found between factors influencing teachers' use of instructional practices and time spent on examination preparation. INTRODUCTION Twenty-five years ago, terms such as accountability and standards seemingly had little to do with public education. Teachers were thought to be responsible to their administrators and local school boards. Local school boards, in turn, set the curriculum as well as the priorities (standards) for their school system. Now, teachers, as well as administrators, are being held accountable to the public for the academic performance of students in their charge. States have created curriculum frameworks and mandated high-stakes testing systems in order to ensure high standards and accountability. The use of these testing and accountability systems as a way to improve education has both supporters and detractors. According to Firestone, Manfils, Camilli, Schorr, Hicks, and Mayrowetz (2002), proponents of testing and accountability systems generally fall into two camps. The first group focuses on the accountability of testing programs. This group believes that the way to improve education is to give tests and use the results to hold teachers and students accountable for their actions. The form of the assessment is not as important as the rewards or sanctions attached to the test results (National Alliance of Business, 2001). The second camp also believes that the use of testing and accountability systems is a sure way to improve education, but for this group the key to improving education is not the rewards or sanctions attached to the test results; it is the tests themselves. They contend that tests can serve as powerful curricular magnets (Popham, 1987, p. 680) and that standardized assessments can guide the educational system to be more productive and effective (Popham, 1987). This group believes that the use of assessment systems such as portfolios, performance assessments, and other forms of authentic tasks will spur teachers to focus on more than just facts and procedures and help students construct knowledge and develop higher level thinking skills (Baron & Wolf, 1996; Bracey, 1987a, 1987b; Newmann & Associates, 1996; Resnick & Resnick, 1992; Rothman, 1995). Opponents of testing and assessment systems believe that, contrary to the idea of promoting constructivist teaching and high level thinking, statelevel assessments force teachers to focus on facts and procedures without meaning or context (Firestone et al., 2002; McNeil, 2000). They argue that these high-stakes assessment systems create negative side effects such as narrowing and dumbing down the curriculum, de-skilling teachers, pushing students out of school, and generally inciting fear and anxiety among both students and educators (Darling-Hammond & Wise, 1985; Gilman & Reynolds, 1991; Jones & Whitford, 1997; Madaus, 1988a, 1988b; McNeil, 2000; Shepard, 1989). According to opponents, these side effects outweigh any possible benefits of measurement-driven reform. Between the proponents and opponents of testing and accountability systems lies a third, more moderate position. According to advocates of this position, the effects of testing and assessment systems depend not on the tests themselves but on factors relating to their implementation (Firestone et al., 2002; Grant 2003). These factors include how tests are interpreted by teachers and administrators, the content knowledge assessed, and the opportunities afforded to teachers to learn about and to try out instructional practices which will help prepare students for the testing and assessment system (Borko & Putnam, 1995; Cohen & Hill, 1998; McLaughlin, 1990; Saxe, Franke, Gearhart, Howard, & Michele, 1997; Supovitz, Mayer, & Kahle, 2000). …" @default.
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• W305996638 date "2006-10-01" @default.
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• W305996638 title "Impact of a High School Graduation Examination on Tennessee Science Teachers' Instructional Practices." @default.
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