Investigating the Compatibility of TARGET (Task, Authority, Recognition, Grouping, Evaluation, and Time) and High-Stakes Testing From the Perspective of Teachers in the United States

• In Event: Roundtable Session 11
  In Roundtable Session: Achievement Goals and Motivations in Context

Abstract

High-stakes tests (HST) have limited teachers’ ability to utilize mastery-promoting practices in favor of performance-oriented practices, such as competition (see Nichols & Dawson, 2010). Although HST has never been studied specifically through the lens of TARGET, evidence suggests that utilizing these practices is more challenging for teachers as a result of HST. This study seeks to explore this issue. Using a qualitative approach, we begin with the TARGET model, identifying practices that facilitate mastery according to the literature. From there, we report findings situated within the high-stakes testing context. This study contributes to the body of knowledge on goal theory and provides additional evidence of teachers’ perceptions of HST and their effect in the classroom.

Authors

• Hadley J. Solomon, University of New Hampshire

• Bree Frick, Columbus State Community College

• Monica J. Kowalski, Ohio State University