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Can high stakes national testing improve instruction: reexamining conventional wisdom
ARTICLE

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International Journal of Educational Development Volume 20, Number 6 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

In this paper, the authors draw on recent international experience to assess the success of five propositions for how high stakes national testing can improve classroom instruction and, ultimately, raise student achievement. Findings indicate that testing can be an effective mechanism for improving instructional practice, but its success is not ensured. It has failed as often as it has succeeded, usually because those implementing the strategy failed to understand the intermediate conditions that had to be met for changes in test content, format, or use to have the desired impact on teachers' classroom practice.

Citation

Chapman, D.W. & Snyder, C.W. Can high stakes national testing improve instruction: reexamining conventional wisdom. International Journal of Educational Development, 20(6), 457-474. Elsevier Ltd. Retrieved September 22, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(00)00020-1

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