Teachers’ Perceptions of High-Stakes Testing

Abstract

Over 900 Texas teachers were surveyed on their perceptions of the Texas Assessment of Academic Skills (TAAS), which at the time of the survey was Texas's high-stakes achievement test. The sample included elementary middle and high schools within each of four test performance levels: exemplary recommended, acceptable, and low performing. Respondents answered questions on how students were prepared for the high-stakes test and the effects of the test on their school and its curriculum, students, and teachers. Respondents reported that tested curriculum received increased emphasis, high-stakes testing did not motivate students to learn, and that the test was not an accurate measure of student learning or school effectiveness. Results indicate serious incongruence among proponents’ arguments for testing, teachers’ perceptions of test effects and the research on authentic pedagogy and student achievement.

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