|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|108361||1422640||2015||12 صفحه PDF||سفارش دهید||دانلود رایگان|
The growth of high-stakes testing in state accountability systems necessitates further examination of their impact on stakeholders. Prompted by broader state-level reform in Kentucky, this evaluation aims to provide insight into a new accountability system’s effect on social studies teachers. Using a goal-free evaluation model and case study design, the researchers examined the content and instructional decisions made by a group of U.S. history teachers in response to a new end-of-course exam designed by ACT-QualityCore. The evaluation incorporated a content analysis of teacher materials, observation of a professional learning community meeting, and teacher interviews. The results of this evaluation indicate that teachers generally support the changes in the new assessment system but find specific elements frustrating and hesitate to completely revamp their instructional practices. Considering these assessment system changes occurred to advance Kentucky׳s goal of college and career readiness for all, this evaluation provides insight into what is actually happening in classrooms and should assist teachers and administrators as they assess the impact of these reforms on classroom practice.
Journal: The Journal of Social Studies Research - Volume 39, Issue 2, April 2015, Pages 95–106