High-Stakes Tests and Stress in the Classroom: Teachers’ Perspectives

• In Event: Poster Session 15
  In Poster Session: The Lives of Teachers: Poster Session

Abstract

This study discusses findings related to teachers’ beliefs about stress related to high-stakes tests (HST) in the classroom. This data was part of a larger measurement study on teachers’ beliefs about HST and their experiences of stress. The findings of this study are organized around four themes: teachers’ beliefs that the test is causing stress to their students; teachers discussion about the power differential between the policy itself, administrators, and teachers; teachers’ beliefs that they can mediate the effects of the test by working harder; and, teachers beliefs that the test are harmful to the curriculum and in inefficient use of time. Implications are discussed in depth in the final paper.

Authors

• Hadley J. Solomon, University of New Hampshire

• Heather Carlson-Jaquez, Virginia Commonwealth University

• JK Stringer, Virginia Commonwealth University