Research questions
Most current articles and books about testing mostly concentrated on the testing as an educational reform. However, only some of them drew the questions exactly for children, their thoughts, and expectations from this policy.
In the article “I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High-Stakes Testing in a High-Poverty School” E. Dutro & M. Selland raised two important questions related to high-stake testing its content and impact on children. The first question of this article was how children feel about testing assessment and what they want to improve in this policy. Second question must reflect what children think about testing policy in their school experience. To answer for all questions …show more content…
They describe what they focused on. Abrams et al., 2003; Amrein & Berliner, 2002; Au, 2007; and other studies suggested that the teachers limited in providing students with rich learning experiences due to testing. In the tone of previous studies, Berliner (2007) and Ravitch (2010) highlight that most attention has paid to math and reading included in standardized tests, and thereby other subjects like science, the arts, and social studies have been taught on less instructional time. More time students, especially, children from low income families, spent more time on practice tests imitated real standardized tests. In the work of Madaus and Clarke (2001), researches made opposite suggestion that teachers focus not only on the content of the test, but also on the form of the questions. Other studies refer to that fact that high-stakes tests weaken students’ abilities and their attention to study more important aspects of schools’ programs. In addition, Hilocks (2002) found that fact that state tests and assessments of them show that instruction was driven with focus on genre, process and purposes for writing. The most important conclusion was made in the work of Nichols (2007). In that research scientist writes that no any existing evidences that high-stakes testing and preparation for it improved student …show more content…
The first and basic method was interview of students, parents and teachers. All interviews made across the 2 years of research. Most interviews were made in spacious, qualitative, well-organized classrooms or lunchroom (after school), field trips, etc. Children interviewed alone in a quiet space of the school. If an interview continued more than 1 hour, children could take a break to get a drink and a small snack.
During this interviews authors used a digital recording and field notes. Both of these methods to record interviews. Elisabeth Dutro communicated with parents, other family members after school and at school events. Ethnographic notes based on observations of both of authors in routine classroom, school and even neighborhood.
In the interviews Dutro and Selland focused on students perspectives in tests, learning process. In addition to the academic information, authors included the questions about out-of-school activities, hobbies, friendships, descriptions of homes and neighborhoods, and life, residential, and school
Most current articles and books about testing mostly concentrated on the testing as an educational reform. However, only some of them drew the questions exactly for children, their thoughts, and expectations from this policy.
In the article “I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High-Stakes Testing in a High-Poverty School” E. Dutro & M. Selland raised two important questions related to high-stake testing its content and impact on children. The first question of this article was how children feel about testing assessment and what they want to improve in this policy. Second question must reflect what children think about testing policy in their school experience. To answer for all questions …show more content…
They describe what they focused on. Abrams et al., 2003; Amrein & Berliner, 2002; Au, 2007; and other studies suggested that the teachers limited in providing students with rich learning experiences due to testing. In the tone of previous studies, Berliner (2007) and Ravitch (2010) highlight that most attention has paid to math and reading included in standardized tests, and thereby other subjects like science, the arts, and social studies have been taught on less instructional time. More time students, especially, children from low income families, spent more time on practice tests imitated real standardized tests. In the work of Madaus and Clarke (2001), researches made opposite suggestion that teachers focus not only on the content of the test, but also on the form of the questions. Other studies refer to that fact that high-stakes tests weaken students’ abilities and their attention to study more important aspects of schools’ programs. In addition, Hilocks (2002) found that fact that state tests and assessments of them show that instruction was driven with focus on genre, process and purposes for writing. The most important conclusion was made in the work of Nichols (2007). In that research scientist writes that no any existing evidences that high-stakes testing and preparation for it improved student …show more content…
The first and basic method was interview of students, parents and teachers. All interviews made across the 2 years of research. Most interviews were made in spacious, qualitative, well-organized classrooms or lunchroom (after school), field trips, etc. Children interviewed alone in a quiet space of the school. If an interview continued more than 1 hour, children could take a break to get a drink and a small snack.
During this interviews authors used a digital recording and field notes. Both of these methods to record interviews. Elisabeth Dutro communicated with parents, other family members after school and at school events. Ethnographic notes based on observations of both of authors in routine classroom, school and even neighborhood.
In the interviews Dutro and Selland focused on students perspectives in tests, learning process. In addition to the academic information, authors included the questions about out-of-school activities, hobbies, friendships, descriptions of homes and neighborhoods, and life, residential, and school