Elementary Science Teachers’ Perceptions of High-Stakes Science Assessment

• In Event: Roundtable Session 17
  In Roundtable Session: Considering Teachers’ Perspectives on Reform

Abstract

This study serves as a baseline for a larger, three-year curricular and professional development intervention aimed at improving science achievement of English language learners (ELLs) in three elementary school districts across one state. The study examines elementary science teachers’ perceptions of high-stakes science assessment using scales set by a teacher questionnaire. The study involves 250 teachers from 22 randomly selected elementary schools within each district, totaling 66 schools. Compared to mixed, but more negative teachers’ perceptions of high-stakes assessment in the literature, the results of this study indicate somewhat more neutral and more nuanced teachers’ perceptions across different topics. This study contributes analysis of teachers’ perceptions using a conceptually grounded instrument to systematically collect data for large teacher samples.

Authors

• Alison Marie Haas, New York University

• Feng Jiang, New York University

• Okhee Lee, New York University

• Shameka Hollimon, New York University