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Home CCSU Theses & Dissertations An investigation of the effects of standardized testing on teaching and students

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Identifier	Thesis 1677
Author	Bumsch, Carleen A.
Title	An investigation of the effects of standardized testing on teaching and students
Publisher	Central Connecticut State University
Date	2003
Resource Type	Master's Thesis
Notes	The issue of standardized testing is multifaceted and often the subject of much debate. Given the support that these test receive from the current state and federal administrations, with the goals of determining accountability and improving the quality of education that all students receive, it appears that standardized tests are here to stay. The Connecticut Mastery Test has been administered to students since 1985. In the discussion surrounding the assessments, a voice that rarely has been heard is that of the teachers of Connecticut. What are their thoughts about the CMT and the impact that it has, or has not, had in their classrooms? In order to gather data concerning how the preparation for and administration of standardized tests impacts classroom teaching, a survey was distributed to elementary teachers in four Connecticut schools. In an attempt to achieve high participation in the study, a very simple, one-question survey instrument was designed. The survey asked teachers how the CMT has impacted her/his classroom instruction. Teachers indicated one choice: positively, negatively, both, or not at all. Space for elaboration on answers was provided. Grade level information also was gathered. Teachers who indicated interest participated in an interview to further discuss the issue. Surveys were completed by 55 teachers, of the 125 that were distributed. The largest number of respondents indicated that the Connecticut Mastery Test has had both a positive and negative impact on their teaching. Some of the surveys contained written elaboration by teachers of their answers. Seven of the teachers who were surveyed agreed to be interviewed. As seen in the surveys, when interviewed, the teachers overall indicated that the CMT has had both a positive and negative effect in their class. The predominant area of positive impact was found to be that the test provides an indication of areas of weakness in particular students. Once identified, these students can receive needed academic support. The test is also viewed as helpful in identifying specific areas in which districts may require curricular changes. Areas of negative impact were more numerous. On balance, the issue of pressure and stress regarding the CMT was the single largest category. Also discussed were time required to meet CMT preparation requirements, the elimination of subject areas due to time restraints, loss of student downtime, change in teacher practice and teaching style in order to prepare students for the Mastery Test, and concerns for the expectations placed on very young children. There also was a discussion about the timing in the year of the CMT. This study provides a glimpse into the perspective of Connecticut teachers about the CMT. It appears that the majority of teachers interviewed and surveyed are of the opinion that the Connecticut Mastery Test has had both a positive and a negative impact on their teaching and their students, but overwhelmingly the impact was negative.
Subject	Educational tests and measurements -- Connecticut
Department	Department of Teacher Education
Advisor	Aaronsohn, Elizabeth
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734068
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