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Can high stakes national testing improve instruction: reexamining conventional wisdom
3 references·16 citing·48 second hop
Can high stakes national testing improve instruction: reexamining conventional wisdom (2000)Can high stakes national testing improve …Toward a Knowledge Base for School Learning (1993)Toward a Knowledge Base for S…Will National Tests Improve Student Learning (1991)Will National Tests Improve S…The Effects of High-Stakes Testing On Achievement: Preliminary Findings About Generalization Across Tests (1991)The Effects of High-Stakes Te…The impact of high-stakes testing on the teaching and learning processes of mathematics (2021)The impact of high-stakes tes…Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test (2019)Structural relationship betwe…The emphasis of student test scores in teacher appraisal systems (2017)The emphasis of student test …Global perspectives on high-stakes teacher accountability policies: An introduction (2017)Global perspectives on high-s…Washback in language assessment (2013)Washback in language assessme…THE IMPACT OF CHANGES IN THE TOEFL ® EXAM ON TEACHING IN A SAMPLE OF COUNTRIES IN EUROPE: PHASE 3, THE ROLE OF THE COURSEBOOK PHASE 4, DESCRIBING CHANGE (2011)THE IMPACT OF CHANGES IN THE …Smaller, Quicker, Cheaper: Improving Learning Assessments for Developing Countries (2011)Smaller, Quicker, Cheaper: Im…Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong (2011)Impact and consequences of sc…Does the English Test in the Spanish University Entrance Examination Influence the Teaching of English? 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References

  • 1993Toward a Knowledge Base for School Learning1,240 cited
  • 1991Will National Tests Improve Student Learning143 cited
  • 1991The Effects of High-Stakes Testing On Achievement: Preliminary Findings About Generalization Across Tests127 cited

Cited by

  • 2007Washback to learning outcomes: a comparative study of IELTS preparation and university pre‐sessional language courses150 cited
  • 2002Targeting washback—a case-study143 cited
  • 2006THE IMPACT OF CHANGES IN THE TOEFL EXAMINATION ON TEACHING AND LEARNING IN CENTRAL AND EASTERN EUROPE: PHASE 1, THE BASELINE STUDY109 cited
  • 2013Washback in language assessment96 cited
  • 2011Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong92 cited
  • 2011Smaller, Quicker, Cheaper: Improving Learning Assessments for Developing Countries77 cited
  • 2017Global perspectives on high-stakes teacher accountability policies: An introduction70 cited
  • 2008THE IMPACT OF CHANGES IN THE TOEFL EXAMINATION ON TEACHING AND LEARNING IN CENTRAL AND EASTERN EUROPE: PHASE 2, COPING WITH CHANGE50 cited
  • 2019Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test41 cited
  • 2007Do monitoring and evaluation tools, designed to measure the improvement in the quality of primary education, constrain or enhance educational development?

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39 cited
  • 2011THE IMPACT OF CHANGES IN THE TOEFL ® EXAM ON TEACHING IN A SAMPLE OF COUNTRIES IN EUROPE: PHASE 3, THE ROLE OF THE COURSEBOOK PHASE 4, DESCRIBING CHANGE35 cited
  • 2017The emphasis of student test scores in teacher appraisal systems34 cited
  • 2009Does the English Test in the Spanish University Entrance Examination Influence the Teaching of English?34 cited
  • 2021The impact of high-stakes testing on the teaching and learning processes of mathematics31 cited
  • 2007Stakeholder perceptions of test impact29 cited
  • 2003Looking at the Impact of a Public Examination Change on - Secondary Classroom Teaching: A Hong Kong Case Study26 cited