State-Mandated Testing and Teachers' Beliefs and Practice

dc.creator	Sandra Cimbricz
dc.date	2002-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:49Z
dc.date.available	2015-07-20T22:07:49Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/f299cff6bd3e473da7813cd40946d9e7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11521
dc.identifier.uri	https://doaj.org/article/f299cff6bd3e473da7813cd40946d9e7
dc.description	In this article, I examine the relationship between state-mandated testing and teachers' beliefs and practice. The studies reviewed suggest that while state testing does matter by influencing what teachers say and do, so, too, do other things, such as teachers' knowledge of subject matter, their approaches to teaching, their views of learning, and the amalgam of experience and status they possess in the school organization. As a result, the influence state-mandated testing has (or not) on teachers and teaching would seem to depend on how teachers interpret state testing and use it to guide their actions. Moreover, the influence state testing may or may not have on teachers and teaching expands beyond individual perceptions and actions to include the network of constructed meanings and significance extant within particular educational contexts. Consequently, although a relationship between the state-mandated testing and teachers' beliefs and practice does exist, testing does not appear to be an exclusive or a primary lever of change. There is further suggestion that it might not be a substantive one either. Studies that provide a richer, more in-depth understanding of the relationship between state-mandated testing and teaching in actual school settings, therefore, not only point toward important directions for future research in this area, but are greatly needed.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/281
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 10, p 2 (2002)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	State-Mandated Testing and Teachers' Beliefs and Practice
dc.type	Article