Meanings of Test Preparation
From a qualitative study of the role of external testing in elementary schools, a typology of meanings of test preparation was constructed. Based on long-term, intensive observation and interaction with two elementary schools and the analysis of clinical interviews, we found eight types of orientati...
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| Veröffentlicht in: | American educational research journal 1991-10, Vol.28 (3), p.521-542 |
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| container_title | American educational research journal |
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| creator | Smith, Mary Lee |
| description | From a qualitative study of the role of external testing in elementary schools, a typology of meanings of test preparation was constructed. Based on long-term, intensive observation and interaction with two elementary schools and the analysis of clinical interviews, we found eight types of orientation toward preparing pupils to take mandated, high-stakes achievement tests. These included (a) ordinary curriculum with no special preparation, (b) teaching test-taking skills, (c) exhortation, (d) teaching content known to be covered by the test, (e) teaching to the test in format and content, (f) stress inoculation, (g) practicing test or parallel test items, and (h) cheating. Meanings of teachers are contrasted with meanings of test preparation held by school administrators, testing experts, and school critics. The structure of meanings is analyzed with some concepts of micropolitics. |
| doi_str_mv | 10.3102/00028312028003521 |
| format | Article |
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Based on long-term, intensive observation and interaction with two elementary schools and the analysis of clinical interviews, we found eight types of orientation toward preparing pupils to take mandated, high-stakes achievement tests. These included (a) ordinary curriculum with no special preparation, (b) teaching test-taking skills, (c) exhortation, (d) teaching content known to be covered by the test, (e) teaching to the test in format and content, (f) stress inoculation, (g) practicing test or parallel test items, and (h) cheating. Meanings of teachers are contrasted with meanings of test preparation held by school administrators, testing experts, and school critics. The structure of meanings is analyzed with some concepts of micropolitics.</description><subject>Achievement Tests</subject><subject>Administrators</subject><subject>Cheating</subject><subject>Curricula</subject><subject>Definitions</subject><subject>Docimology</subject><subject>Educational research</subject><subject>Educational sciences</subject><subject>Elementary Education</subject><subject>Elementary School Students</subject><subject>Elementary School Teachers</subject><subject>Elementary schools</subject><subject>Exam and competitive examinations</subject><subject>External Evaluation</subject><subject>Map skills</subject><subject>School principals</subject><subject>School Surveys</subject><subject>School work. Docimology. Guidance</subject><subject>Social and Institutional Analysis</subject><subject>Teacher Attitudes</subject><subject>Teacher Role</subject><subject>Teachers</subject><subject>Test Coaching</subject><subject>Test preparation</subject><subject>Test scores</subject><subject>Test Use</subject><subject>Test Wiseness</subject><subject>Testing Problems</subject><issn>0002-8312</issn><issn>1935-1011</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1991</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNplkE1PwzAMhiMEEmPwA5B2mATXgh03bXJE0_jSEBzGuUrzgTqNdiTdgX9Pqk3bgYt9eB-_tl_GrhHuCIHfAwCXhDxVABIcT9gIFYkMAfGUjQY9G4BzdhHjCgC5kjhikzen26b9itPOT5cu9tOP4DY66L7p2kt25vU6uqt9H7PPx_ly9pwt3p9eZg-LzBBSnyEKK6z2nhuprDMguOGyVAbBUlFLD4R5qYrae5vz2tZO-rokUFigFbWhMbvZ-W5C97NNR1SrbhvatLJCSu_kIPMyUbijTOhiDM5Xm9B86_BbIVRDCNW_ENLM7d5ZR6PXPujWNPEwWGDyVpCwyQ5zoTEHdf6aE0lBR3kV-y4c12IxPEZ_yIZrMQ</recordid><startdate>19911001</startdate><enddate>19911001</enddate><creator>Smith, Mary Lee</creator><general>American Educational Research Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>HFXKP</scope><scope>IBDFT</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope></search><sort><creationdate>19911001</creationdate><title>Meanings of Test Preparation</title><author>Smith, Mary Lee</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c313t-115d5daff2c89dec052c2879c10d36b8f0314796bffd42bdbe8fb7309161d5bc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1991</creationdate><topic>Achievement Tests</topic><topic>Administrators</topic><topic>Cheating</topic><topic>Curricula</topic><topic>Definitions</topic><topic>Docimology</topic><topic>Educational research</topic><topic>Educational sciences</topic><topic>Elementary Education</topic><topic>Elementary School Students</topic><topic>Elementary School Teachers</topic><topic>Elementary schools</topic><topic>Exam and competitive examinations</topic><topic>External Evaluation</topic><topic>Map skills</topic><topic>School principals</topic><topic>School Surveys</topic><topic>School work. 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Based on long-term, intensive observation and interaction with two elementary schools and the analysis of clinical interviews, we found eight types of orientation toward preparing pupils to take mandated, high-stakes achievement tests. These included (a) ordinary curriculum with no special preparation, (b) teaching test-taking skills, (c) exhortation, (d) teaching content known to be covered by the test, (e) teaching to the test in format and content, (f) stress inoculation, (g) practicing test or parallel test items, and (h) cheating. Meanings of teachers are contrasted with meanings of test preparation held by school administrators, testing experts, and school critics. The structure of meanings is analyzed with some concepts of micropolitics.</abstract><cop>Washington, DC</cop><pub>American Educational Research Association</pub><doi>10.3102/00028312028003521</doi><tpages>22</tpages></addata></record> |
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| identifier | ISSN: 0002-8312 |
| ispartof | American educational research journal, 1991-10, Vol.28 (3), p.521-542 |
| issn | 0002-8312 1935-1011 |
| language | eng |
| recordid | cdi_proquest_journals_1300340847 |
| source | Periodicals Index Online; SAGE Complete A-Z List; Jstor Complete Legacy |
| subjects | Achievement Tests Administrators Cheating Curricula Definitions Docimology Educational research Educational sciences Elementary Education Elementary School Students Elementary School Teachers Elementary schools Exam and competitive examinations External Evaluation Map skills School principals School Surveys School work. Docimology. Guidance Social and Institutional Analysis Teacher Attitudes Teacher Role Teachers Test Coaching Test preparation Test scores Test Use Test Wiseness Testing Problems |
| title | Meanings of Test Preparation |
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