東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Retention and high-stakes testing us...

Bachmann, Susan R.

FindBook

Google Book

Amazon

博客來

Retention and high-stakes testing using a single-score test assessment: A critical look at the impact on children through the eyes of elementary teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Retention and high-stakes testing using a single-score test assessment: A critical look at the impact on children through the eyes of elementary teachers./
作者:	Bachmann, Susan R.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10113373
ISBN:	9781339764825

Retention and high-stakes testing using a single-score test assessment: A critical look at the impact on children through the eyes of elementary teachers.
Bachmann, Susan R.

Retention and high-stakes testing using a single-score test assessment: A critical look at the impact on children through the eyes of elementary teachers. - 212 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2015.

Learning how to read is an essential life skill for every child and can begin at an early age. Each year, teachers provide learning experiences and students work to broaden their literacy abilities in order to advance to the next grade. A standardized test is one of the tools in which professionals can evaluate the performance of students. When a student fails to show proficiency on an assessment such as this however, they are often "held back" or retained in order to review material again in hopes the extra year of study will improve achievement. High-stakes testing often determines the score at which students pass or fail. Studies have been conducted to determine the effectiveness of this practice and alternatives to these traditional testing methods. The purpose of this qualitative research study was to consider the perceptions of elementary teachers about high-stakes testing used as a single-score assessment to promote or retain students. The researcher interviewed a purposeful sample of elementary teachers at a small, public school district. Data collected from these interviews revealed a strong consensus that reading is the foundation of learning and an overall concern about the utility of a standardized test score in measuring reading ability. Results also revealed elementary teachers preferred using multiple assessments versus a single measure in determining a student's reading capabilities. Findings from this investigation could be useful in understanding the relationship between teachers' beliefs and school practices while creating awareness to the issue of grade retention and future success of students.

ISBN: 9781339764825Subjects--Topical Terms:

2122756
Reading instruction.

Retention and high-stakes testing using a single-score test assessment: A critical look at the impact on children through the eyes of elementary teachers.
LDR:02706nmm a2200301 4500 001 2077738
005 20161114132422.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339764825
035 $a (MiAaPQ)AAI10113373
035 $a AAI10113373
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bachmann, Susan R. $3 3193267
245 1 0 $a Retention and high-stakes testing using a single-score test assessment: A critical look at the impact on children through the eyes of elementary teachers.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: George W. Semich.
502 $a Thesis (Ph.D.)--Robert Morris University, 2015.
520 $a Learning how to read is an essential life skill for every child and can begin at an early age. Each year, teachers provide learning experiences and students work to broaden their literacy abilities in order to advance to the next grade. A standardized test is one of the tools in which professionals can evaluate the performance of students. When a student fails to show proficiency on an assessment such as this however, they are often "held back" or retained in order to review material again in hopes the extra year of study will improve achievement. High-stakes testing often determines the score at which students pass or fail. Studies have been conducted to determine the effectiveness of this practice and alternatives to these traditional testing methods. The purpose of this qualitative research study was to consider the perceptions of elementary teachers about high-stakes testing used as a single-score assessment to promote or retain students. The researcher interviewed a purposeful sample of elementary teachers at a small, public school district. Data collected from these interviews revealed a strong consensus that reading is the foundation of learning and an overall concern about the utility of a standardized test score in measuring reading ability. Results also revealed elementary teachers preferred using multiple assessments versus a single measure in determining a student's reading capabilities. Findings from this investigation could be useful in understanding the relationship between teachers' beliefs and school practices while creating awareness to the issue of grade retention and future success of students.
520 $a Keywords: retention, social promotion, high-stakes testing, assessment.
590 $a School code: 1447.
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Elementary education. $3 641385
690 $a 0535
690 $a 0288
690 $a 0524
710 2 $a Robert Morris University. $b Instructional Management & Leadership. $3 3187260
773 0 $t Dissertation Abstracts International $g 77-11A(E).
790 $a 1447
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10113373