Report Roundup

Testing

"Does Test Preparation Mean Low-Quality Instruction?"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Merely getting rid of standardized tests is unlikely to significantly elevate the quality of teachers' lessons without other reforms, finds a study in the journal Educational Researcher.

In an analysis of hundreds of videotaped teacher lessons, a pair of researchers found that explicit test-prep strategies were linked to declines in instructional quality—but not consistently across several school districts, and generally, not severely.

But the study throws cold water on the idea that better tests will lead to more-consistent, higher-level instruction in classrooms—a common refrain among testing advocates. In fact, teachers working in districts with more-sophisticated testing regimes also taught weaker lessons when they engaged in test prep. The study drew on surveys of about 300 4th and 5th grade teachers, each of whom had submitted three to 10 lessons for analysis.

Vol. 37, Issue 10, Page 4

Published in Print: October 25, 2017, as Testing
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented