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ResponseStage3-1.docxNatasha Simpson
Impacts of Standardized Testing
Top of Form
Research Plan Overview
Name: Natasha Simpson
Stage of Completion: Stage 3
1. Introduction
1. Problem Statement
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1. High-Stakes testing is one of the most controversial topics in education due to the impact the scores have on funding, compensation, achievement, and school accountability.
a. Bergmann, E. W. (2014). An examination of the relationship between the frequency of standardized testing and academic achievement (Doctoral dissertation). Retrieved from https://search-proquest-com.ezproxy.liberty.edu/docview/1625413002?pq-origsite=summon.
b. Shepard, L. A. (2016). Testing and assessment for the good of education: Contributions of AERA presidents, 1915–2015. Educational Researcher. 45(2), 112-121. doi:10.3102/0013189X16639599.
2. This study is extremely important as it relates to teaching and learning. More specifically, understanding the disconnect from instruction to testing. Ultimately this will allow teachers to enhance the teaching and learning process to have students retain information and close the achievement gap. In addition the study will shed light on the alignment of high stakes assessments to the standards being taught to determine the reliability of the above assessments on critical factors of education.
a. Fitzpatrick, J. J. (2015). Testing: How should the evidence be used? Nursing Education Perspectives. 36(4), 211. doi:10.1097/00024776-201507000-00002.
b. Stotsky, S. (2016). Testing limits. Academic Questions. 29(3), 285-298. doi:10.1007/s12129-016-9578-4.
3. The problem is that standardized tests have contributed to severe dilemmas, including misleading information on what students know, unfair treatment of teachers, cheating scandals, less collaboration, instruction at the lowest level, and straying away from the curriculum by teaching what is on the tests.
1. Purpose
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1. High-stakes test were created to close the achievement gap while developing a productive learning environment for all students, however it has not been used as it was intended.
2. The purpose of this study is to explore the impacts of high-stakes testing on student performance and achievement, and teacher efficacy. In order to accomplish this, we must look closely at the connections of student ability and what the assessment is measuring to determine if there is an alignment, and then determine if these are factors that the school should be assessed using.
1. General Research Questions
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1. How do educators describe the impact of standardized testing on student performance and achievement?
2. How do educators describe the impact of standardized testing on their own performance?
3. What are the perceptions of students regarding availability of instructional support? curriculum? and instructional methods?
1. Research Plan
1. Qualitative Study
2. A qualitative study allows the issue of concerns to be explored and provides for a detailed understanding of a complex issue (Creswell, & Poth, 2018). Considering the nuances of qualitative research, this approach will allow me to understand impacts of standardized testing and identify trends and themes.
1. Review of Related Literature
1. Theoretical Framework
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1. The epistemological philosophical assumption led to my research. The theory of knowledge, justification, and the rationality of belief especially with regard to the methods, validity, and scope, of high-stakes testing. A high level of motivation is usually important for optimal student performance. On the other hand, as motivation increases, test anxiety also tends to increase (Stenlund, Lyren, and Eklof, 2018).
2. My worldview or perception of high-stakes standardized testing is that the results should represent truth and objectivity. Knowledge is complex, and students are unique, I opposed the efforts to assess students’ knowledge via a single test. Furthermore, standardized tests cannot provide an objective and unbiased assessment. Standardization can be an effective tool if the results are used to drive future instruction rather than as a measuring tool to rank students, teachers, and schools. Strauss (2017) identified that standardized tests are only useful to help diagnose the strengths and gaps in individual students' learning. Standardized test are not adaptive assessments, which means the growth measure is non-existent.
1. Important Thinkers/Experts/Theorists in this field of study
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1. Thorndike, R.L. (1951) Reliability. In Lindquist, E.F. (ed.), Educational Measurement. ACE, Washington DC, pp. 560–620.
a. Test-wiseness is logically independent of the tester’s knowledge of the content matter for which the items are specifically measuring. This leads back to the reliability of standardized test as well as its validity.
b. There is a direct relationship between two kinds of affective variables: interpersonal trust, and attitudes towards standardized tests with regards to student test performance. Research also suggests that to know and use effective test-taking strategies may reduce test anxiety. A good test taker will follow the test taking strategies associated with test wiseness when taking a standardized test and oftentimes do quite well, which is not a true representation of their ability.
2. Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
a. Ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual. The goal of educators is to equip students with the knowledge and skills necessary to think critically, solve complex problems, and ultimately succeed in the 21st century.
b. The measurement of knowledge and skills is essential to tracking students’ cognitive development and assessing the effectiveness of practices. A high level of motivation is generally seen as important for optimal performance.
1. Related Research
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1. Morgan, H. (2016). Relying on high-stakes standardized tests to evaluate schools and teachers: A bad idea, The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 89(2), 67-72, DOI: 10.1080/00098655.2016.1156628.
a. This article provides reasons for the increased use in high-stakes testing and detail on the problems it causes. Also included are possible solutions to alleviate the concerns associated with high-stakes testing, such as performance based.
b. One of the effects of the increased number and heightened stakes of standardized tests is that the roles played by teachers have changed. Specifically, teachers’ instructional tasks have increased because they are expected to take up work related to testing in addition to their regular teaching duties.
c. Investigating students’ perceptions toward standardized tests may be central to informing educators how to enhance student learning and ease any doubts and fears students may have in relation to tests.
2. Youn, M. (2018). The influence of standardized testing pressure on teachers’ working environment.KEDI Journal of Educational Policy, 15(2).
a. The article exposes controversies concerning whether the increased emphasis on testing has actually improved the effectiveness of school staff through improving the school community, as a whole.
b. Research argues that teachers suffer from reduced control over content and pedagogy as a result of an increasingly structured and controlled curriculum engendered by standardized testing pressure. This study is designed to explain the ways in which testing pressures influence teachers’ sense of empowerment, sense of community, and professional commitment (Youn, 2018).
c. Findings of this study suggest that the pressure created by testing policies may lead to successful changes on teachers’ working environment. Furthermore, the decrease in teachers’ sense of empowerment due to testing policies may likewise lower their sense of commitment.
3. Ballou, D., & Springer, M. G. (2015). Using student test scores to measure teacher performance: Some problems in the design and implementation of evaluation systems. Educational Researcher. 44(2), 77-86. doi:10.3102/0013189X15574904.
a. This article drew attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures.
b. The focus of the study considered measurement error in teacher assessments, revising teachers’ scores as more information becomes available about their students, and minimizing opportunistic behavior by teachers during roster verification and the supervision of standardized testing.
c. In the review of Race to the Top (RTTT) state testing protocols, there was not a single state that prohibited classroom teachers from administering state assessments to their own students provided none of the students was a relative. Results show that at every grade level, the number of questions answered correctly is higher when their own teacher monitors students.
4. Chu, M., Guo, Q., & Leighton, J. P. (2014). Students' interpersonal trust and attitudes towards standardized tests: Exploring affective variables related to student assessment. Assessment in Education: Principles, Policy & Practice. 21(2), 167-192. doi:10.1080/0969594X.2013.844094.
a. This study was to explored the relationship between two kinds of affective variables: interpersonal trust, and attitudes towards standardized tests with regards to student test performance. In addition, the study also examined the effect of a print media report on students’ trust and attitudes towards testing.
b. A modified version of a test aptitude survey and interpersonal trust scale was used in the study.
c. The study investigated the responses to the survey and interpersonal trust scale. As a result, the study found evidence that students’ interpersonal trust is related to positive attitudes about the effort expended on tests.
1. Methods
1. Design (approach) and Rationale
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1. Case Study
2. In order to determine the effectiveness of curriculum and instruction and the impact it has on student performance on high stakes tests, interviews with teachers, and students will be conducted consisting of open-ended questions and a questionnaire. In addition data will be collected from classroom observations periodically throughout the semester to make connections with the curriculum and instructional methods as it relates to effectiveness. The responses will be reviewed and analyzed to identify trends and themes of effectiveness.
1. Site
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1. Jordan Academy (Pseudonym).
2. Small urban, public, alternative school, in Georgia.
3. The school serves approximately 300 students in grades 6-12.
4. The school consist of at least 80% economically disadvantaged students, with 25%-35% of students with disabilities, and 92% of the students receiving free or reduced breakfast and lunch. The population is predominantly African American with less than 5% being other races. Finally 87% of the students are males, and 13% of the students are females.
1. Participants
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1. The study will consist of 10 students and, 5 teachers and/or teacher leaders (Instructional coach, Instructional specialist, RTI coordinator, or Intervention specialist).
2. Students will be selected randomly out of a pool of students who are enrolled in at least two courses that are connected to a high-stakes test, and the teachers will also be selected randomly out of the pool of teachers or leaders who teach these courses, provide and implement strategies for the courses, or write the curriculum for the courses.
3. The sample will consist of both male and female students, age and race will not be considered in the selection process.
1. Role of Researcher or Personal Biography
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1. Natasha Simpson
2. Instructional Support Specialist
3. I entered education in 2007 as a Substitute Teacher, and then transitioned into a position as a Math Teacher. After just two years in the classroom I was appointed the Mathematics Department chair position. For the past three years I have worked in the position of Instructional Support Specialist, which is very similar to an Instructional Coach. I am currently on the leadership team, school improvement team, digital learning team, a professional development facilitator, and one of the testing coordinators.
4. I enjoy being an educator, however, there are many aspects of teaching and learning, along with student accountability and motivation that concern me. It is apparent that change is needed either in high-stakes testing or in the instruction process. The current state of achievement is alarming and either students are not prepared due to a lack of motivation and will or students are not being prepared due to an unaligned curriculum. These reasons specifically has been the drive for this research to help me become more efficient in my current position. Proverbs 3:5 (NIV) states “trust in the Lord with all your heart and lean not on your own understanding.
1. Data Collection
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1. Interviews
a. Students and teachers will be interviewed once during the semester in which they are assigned to the course using one-to-one interview techniques
b. Sessions will be recorded and transcribed.
2. Observations
a. The researcher will conduct observations at least twice during the semester in the classrooms associated with high-stakes test to gather information on instructional strategies and student engagement.
b. The researcher will describe what happened and include reflections, insights, ideas, interpretations, and breakthroughs (Creswell & Poth, 2018).
3. Questionnaires
a. Teachers and/or teacher leaders will conduct a questionnaire to categorize their perceptions of high-stakes test.
b. They will be completed anonymously to encourage truthful responses without fear of any professional retaliation.
1. Data Analysis
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1. Open Coding
a. This is the process of aggregating data into small categories of information and seeking evidence for the code from different databases (Creswell & Poth, 2018). After transcribing the interviews, themes will be classified for evaluation.
b. Each code is assigned a label.
c. It is important because it involve making sense of the data collected from interviews, observations, and documents (Creswell & Poth, 2018). It is suggested that another researcher be invited to check the classification and coding.
2. Establish Themes or Patterns
a. This process requires the researcher to dissect text or qualitative information and sort or classify several codes into group they share ideas.
b. Interrelating themes is a methodology that interconnects the themes.
c. It is important because it allows the researcher the opportunity to display a chronological order or sequence of events (Creswell & Poth, 2018).
1. Trustworthiness
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1. Memoing
a. Short phrases, ideas, or key concepts that occur to the reader.
b. It is important because it builds a sense of the data as a whole without getting caught up in the details of coding.
2. Audit trail
a. A validation strategy for documenting thinking processes that clarify understanding over time (Creswell & Poth, 2018).
b. It is importatnt because it ensures the accuracy of recorded data, prevents fraud and acts to meet recordkeeping requirements.
3. Reflexivity
a. The writer engages in self-understanding about the baiases, values, and experiences that he or she brings to a qualitative study. The writer talks about his or her current and past experiences.
b. It is important because the researcher provides details of his or her experiences, and also is self-conscious about how the experiences may potentially have shaped the findings, the conlcusions, and the interpretations drawn in a study (Creswell & Poth, 2018).
1. Ethical Considerations
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1. I realize the approach for this study must remain objective and unbiased. Protections of participants from harm, as it relates to identitiy; mask participants names as soon as possible to avoid inclusion of identifiable information in the analysis files (Creswell & Poth, 2018)
2. Siding with participants and only sharing the positive results; present multiple perspectives reflective of a complex picture (Creswell & Roth, 2018). Negative ethical issues are combatted through avoiding leading questions, withhold sharing personal impressions, and avoid disclosing sensitive information.
References
Ballou, D., & Springer, M. G. (2015). Using student test scores to measure teacher performance: Some problems in the design and implementation of evaluation systems. Educational Researcher. 44(2), 77-86. doi:10.3102/0013189X15574904.
Bergmann, E. W. (2014). An examination of the relationship between the frequency of standardized testing and academic achievement (Doctoral dissertation). Retrieved from https://search-proquest-com.ezproxy.liberty.edu/docview/1625413002?pq-origsite=summon .
Chu, M., Guo, Q., & Leighton, J. P. (2014). Students' interpersonal trust and attitudes towards standardized tests: Exploring affective variables related to student assessment. Assessment in Education: Principles, Policy & Practice. 21(2), 167-192. doi:10.1080/0969594X.2013.844094.
Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, California: Sage Publications.
Fitzpatrick, J. J. (2015). Testing: How should the evidence be used? Nursing Education Perspectives. 36(4), 211. doi:10.1097/00024776-201507000-00002.
Morgan, H. (2016). Relying on high-stakes standardized tests to evaluate schools and teachers: A bad idea, The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 89(2), 67-72, DOI: 10.1080/00098655.2016.1156628.
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
Shepard, L. A. (2016). Testing and assessment for the good of education: Contributions of AERA presidents, 1915–2015. Educational Researcher. 45(2), 112-121. doi:10.3102/0013189X16639599.
Stenlund, T., Lyren, P., & Eklof, H. (2018). The successful test taker: Exploring test-taking behavior profiles through cluster analysis. European Journal of Psychology of Education. 33(2), 403-417. doi:10.1007/s10212-017-0332-2.
Stotsky, S. (2016). Testing limits. Academic Questions. 29(3), 285-298. doi:10.1007/s12129-016-9578-4.
Strauss, V. (2017). Why the school ‘accountability movement’ based on standardized tests is nothing more than ‘a charade’: A new book by a harvard testing expert spells it out. here's a Q&A with him. Washington: WP Company LLC d/b/a The Washington Post.
Thorndike, R.L. (1951) Reliability. In Lindquist, E.F. (ed.), Educational Measurement. ACE, Washington DC, pp. 560–620.
Youn, M. (2018). The influence of standardized testing pressure on teachers’ working environment. KEDI Journal of Educational Policy, 15(2).
Appendix A Timeline and Budget
Fall 2019 - Organize committee and register for dissertation course ($1500).
Fall 2019 - Complete the Proposal.
Fall 2019 - Defend Proposal ($500).
Spring 2020 - Submit research plan to the Internal Review Board for approval ($100).
Spring 2020 - Register for dissertation course for Summer 2020 ($1500).
Spring 2020 - Complete the research ($300).
Summer 2020 – Complete the final courses.
Fall 2020 – Submit the full dissertation approval.
Fall 2020 – Defend the dissertation ($500).
Fall 2020 – Get review for form and style ($100).
Fall 2020 – Submit final approved dissertation.
Appendix B Interview Questions/Guide
Greet the respondent in a professional manner: a. Introducing yourself. b. Briefly explain the purpose of the interview. c. Assure the respondent that responses will be anonymous and confidential. d. Politely ask respondent to introduce themselves.
e. Ask permission to start the interview.
f. Remind the respondent that the interview will be recorded for quality and data purposes.
Teachers/Teacher Leaders
1. How does high-stakes testing impact the motivational level of students?
2. What interventions are used to ensure student mastery of priority standards?
3. What strategies are used to ensure students are exposed to foundational skills when they are performing below or at grade level?
4. When students are socially promoted (Moved to the next grade without passing the standardized assessment associated with that previous grade), how are those students supported to ensure they are successful and ready for on grade-level learning?
5. What are your perception(s) of the use of high-stakes test to measure student performance?
6. What are your perception(s) of the use of high-stakes test to measure teacher effectiveness?
Students
1. How have you been academically supported by your teacher?
2. In what ways have the teachers prepared you for the high stakes tests associated with your courses? Identify course?
3. What are your perception(s) on the importance of the high-stakes test?
4. How are you currently performing academically in your course associated with the high stakes test?
5. What do you know or have you been told about high stakes tests?
6. How are you going to prepare for your tests? What strategies will you use?
Appendix C: Other Data Collection Procedures
(e.g. Observations, Focus Groups, Document Analysis, etc.)
How will you gather information?
Data will also be gathered through observations, and questionnaires.
Will you use a template with time stamps (every 5 minutes mark the time)?
A template will be use for the observations, to include: seating, arrangement of desk, resources, strategies, student engagement, and interactions.
Will you use a map of the room and scan from left to right?
No.
Will you focus on following a subject?
Subjects will not be followed individually.
Appendix D Consent Form
INFORMED CONCENT FORM
Title of Project: Impacts of High-Stakes Testing on Performance and Achievement
Name of Researcher: Natasha T. Simpson
1. I confirm that I have read and understand the information sheet dated January 15, 2020 for the above study. I have had the opportunity to consider the information, ask questions, and have had them answered satisfactorily. _____
2. I agree to participate in interviews using an audio or video-taping, with possible use of verbatim quotation or use of photographs in the final product. _____
3. I agree to take part in the above study. _____
4. I understand that my participation is voluntary and that I am free to withdraw at any time without giving any reason, without my medical care or legal rights being affected. _____
Name of Participant Date Signature
Name of Person Taking Consent Date Signature
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ASSENT TO PARTICIPATE
My name is Natasha Simpson, and I am a Doctoral of Education student at Liberty University. I am doing a research study on the impacts of high-stakes testing on performance and achievement. I would like to tell you about this study and ask if you will take part in it.
What is a research study?
A research study is when people collect information about a topic to find out more about it. Before you decide if you want participate in this study, it is important for you to understand why we are doing the research and what is involved.
Please read this form carefully. You can discuss it with your parents and if you have additiaonal questions about this research, please contact me.
Why are we doing this study?
The purpose of this study is to determine the effectiveness of retention and the impact it has on students’ academic performance. This study is not a part of your school work, and you will not be graded on it.
If you agree to participate in this study and your parents give permission you will be asked to complete an interview. You will be asked questions about your performance and achieveme3nt on high-stakes assessments, and your responses will be recorded, if you give your permission. If at any time you feel uncomfortable or change your mind, we can turn off the recording device or stop the interview. The interviews will take place in the school media center, and last for about 30-45 minutes. Additionally, the interview response will be transcribed.
Are there any benefits to being in the study?
There is no benefit to you personally for taking part in this study. But we hope that the results of this research provide a better understanding of the impacts associated with high-stakes testing.
Who will know about your study participation?
Besides you and your parents, the researchers are the only ones who will know the details of your study participation. If we publish reports or give talks about this research, we will only discuss group results. We will not use your name or any other personal information that would identify you.
To help protect confidentiality, we will give your study data a code number, and keep it in a file with a password that only the researchers know. The file will be on a computer that only the researchers are allowed to use.
We plan to keep this information for 5 years, in case we or other researchers want to use it later for other studies. But we will follow the same steps we just described to keep it as confidential as possible.
Will you get paid for being in the study?
You will receive $5 fast-food gift card as a thank-you for your time and effort to take part in this study.
Do you have to be in the study?
Your participation is not mandatory; however, your responses would enhance the overall results of the study. Research is something you do only if you want to. No one will get mad at you if you decide not to participate in the study. Whether you decide to participate or not, either way will have no effect on your grades at school.
Do you have any questions?
You can contact me if you have questions about the study, or if you decide you do not want to be in the study anymore. My phone number is ###-###-####.
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ASSENT OF ADOLESCENT (13–17 years old)
If you decide to participate, and your parents agree, you will receive a copy of this form to keep for your records.
If you would like to be in this research study, please sign your name on the line below.
____________________ _______________
Print Child's Name Signature Date
_____________________ _______________________ _______________
Print Investigator Name Signature of Investigator/ Date
Person Obtaining Assent
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