Descriptor
| Minimum Competency Testing | 2 |
| Standardized Tests | 2 |
| Teaching Methods | 2 |
| Test Use | 2 |
| Classroom Techniques | 1 |
| Decision Making | 1 |
| Educational Change | 1 |
| Elementary Secondary Education | 1 |
| Evaluation Methods | 1 |
| Formative Evaluation | 1 |
| High Stakes Tests | 1 |
| More ▼ | |
Author
| Hall, Bruce W. | 1 |
| McMillan, James H. | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
| Virginia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
The Impact of High-Stakes Test Results on Teachers' Instructional and Classroom Assessment Practices
Download full textMcMillan, James H. – Online Submission, 2005
This study investigates relationships between teachers' receipt of high-stakes test score results of their students and subsequent changes in instructional and classroom assessment practices the following year. The sample consisted of 722 elementary, middle, and high school teachers. The results indicate that most teachers reported using the…
Descriptors: Test Results, Scores, Formative Evaluation, Minimum Competency Testing
Peer reviewedHall, Bruce W.; And Others – Applied Measurement in Education, 1988
Responses of 310 teachers in Florida to a survey about use of teacher-made tests, nationally standardized tests, and state minimum competency tests were studied. Results show that all three test types were used to some extent in eight decision categories, but none of the tests were clearly dominant. (SLD)
Descriptors: Classroom Techniques, Decision Making, Elementary Secondary Education, Minimum Competency Testing
