A National Survey of Middle and High School Science Teachers' Responses to Standardized Testing: Is Science Being Devalued in Schools?

Autor/inn/en	Aydeniz, Mehmet; Southerland, Sherry A.
Titel	A National Survey of Middle and High School Science Teachers' Responses to Standardized Testing: Is Science Being Devalued in Schools?
Quelle	In: Journal of Science Teacher Education, 23 (2012) 3, S.233-257 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9266-3
Schlagwörter	Student Evaluation; Testing; Standardized Tests; Program Effectiveness; Educational Change; Science Teachers; Accountability; Science Education; Science Curriculum; Middle Schools; High Schools; Federal Legislation; Teacher Attitudes; Questionnaires; Likert Scales; Feedback (Response); Surveys; United States + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Verantwortung; Naturwissenschaftliche Bildung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Bundesrecht; Lehrerverhalten; Fragebogen; Likert-Skala; Survey; Umfrage; Befragung; USA
Abstract	This study explored American high school and middle school science teachers' attitudes toward the use of standardized testing for accountability purposes, their justification for the attitudes they hold and the impact of standardized testing on their instructional and assessment practices. A total of 161 science teachers participated in the study. Analyses were based on teachers' responses to a questionnaire including nine-item likert-scale questions and two-item open-ended questions. The analyses revealed that science teachers have mixed reactions to the administration of standardized tests and its use for accountability purposes. The findings also reveal that standardized testing has a significant influence on science teachers' instructional and assessment practices in ways that are counter to the learning goals promoted by science education reformists. Our discussion focuses on the implicit and explicit influences of the NCLB Act on science curriculum, teaching and assessment, and how the NCLB driven policies undermine the goals of science education reform. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10