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High
Stakes Testing- NSF has funded
supplemental research project that will examine the
intersection between teachers' professional
development and the requirements of state mandated
tests.
This study will examine the whole context for change
especially as influenced by what seem to be
increasingly prescriptive demands regarding content
and pedagogy as manifest in the tests all students
are required to take. The director of this project
is Dr. Sandra Mathison.
Reforming
Science Teaching/Learning in a High-Stakes Testing
Environment
Study
Questions:
What is the policy context for the development of
state mandated tests in New York? Within a historical
timeframe, how has NYS come to where it is now? What
are the expected outcomes from NYSED standards and
testing policies and practices? [These questions will
be addressed through a review of documents (including
those from NYSED, NYSUT, newspapers, archives, and other
sources) as well as interviews with relevant policy
makers.]
What is
the impact of state mandated tests in contexts where
there is substantial teacher professional development
support for teachers? In particular, where are the
impacts on teaching, learning, curriculum, and student
experiences? Are there conflicting messages inherent in
the intents of the professional development and the NYS
tests? If so, how are these conflicts resolved? How do
the 4th and 8th grade science tests evolve in the NYS
policy and practice context, i.e., do they become high
stakes and if so how?
[These
questions will be addressed through the fieldwork
component of the study that will involve all schools to
some extent and one elementary and middle school in each
district to a greater extent.]
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