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Dergiler / International Journal of Assessment Tools in Education / 2021 / Cilt: 8 - Sayı: 2

Views of Teachers on the Potential Negative Effects of High Stake Tests

Mustafa İLHAN
Neşe GÜLER
Gülşen TAŞDELEN TEKER
Sayfa
394–408
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

On the other hand, the stimulant “administors focus on policies for increasing exam scores instead of policies for improving the learning–teaching process” ranked the last in the undesirable influences of high stake exams.

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Amaç & Hipotez:This study analyses teachers’ viewpoints on the potential undesirable influences of high stake exams.
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Temel Bulgular & Veri:Seven stimulants related to undesirable influences of high stake exams on education were given to 191 teachers in a pairwise comparisons format.
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Sonuç & Katkı:On the other hand, the stimulant “administors focus on policies for increasing exam scores instead of policies for improving the learning–teaching process” ranked the last in the undesirable influences of high stake exams.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:High stake exams · Pairwise comparisons · Many-facet Rasch model

Özet

This study analyses teachers’ viewpoints on the potential undesirable influences of high stake exams. Seven stimulants related to undesirable influences of high stake exams on education were given to 191 teachers in a pairwise comparisons format. The participating teachers in this study were asked to choose one undesirable influence by comparing the stimulants given to them in pairwise and to determine the more prominent problem stemming from high stake exams. Data were analyzed via many-facet Rasch model. As a result, it was found that teachers considered the stimulant “school assessments turn into secondary importance in the eyes of students and parents” as the foremost problem stemming from high stake exams. On the other hand, the stimulant “administors focus on policies for increasing exam scores instead of policies for improving the learning–teaching process” ranked the last in the undesirable influences of high stake exams.

Abstract

This study analyses teachers’ viewpoints on the potential undesirable influences of high stake exams. Seven stimulants related to undesirable influences of high stake exams on education were given to 191 teachers in a pairwise comparisons format. The participating teachers in this study were asked to choose one undesirable influence by comparing the stimulants given to them in pairwise and to determine the more prominent problem stemming from high stake exams. Data were analyzed via many-facet Rasch model. As a result, it was found that teachers considered the stimulant “school assessments turn into secondary importance in the eyes of students and parents” as the foremost problem stemming from high stake exams. On the other hand, the stimulant “administors focus on policies for increasing exam scores instead of policies for improving the learning–teaching process” ranked the last in the undesirable influences of high stake exams.

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Bu Makaleye Atıf Yap

İLHAN, M., GÜLER, N., TEKER, G. T. (2022). Views of Teachers on the Potential Negative Effects of High Stake Tests. International Journal of Assessment Tools in Education, Cilt: 8 - Sayı: 2, 394–408. https://ajindex.com/articles/540069

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Kaynakça (11)

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