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Session Type: Roundtable Session
The practice of high-stakes testing impacts multiple aspects of education. Both teachers' careers and students' educational experiences can be affected by systems of accountability. Authors in this session share the results of various research studies on high-stakes testing and accountability.
Student Responses to Accountability Pressures: Evidence From No Child Left Behind Implementation - Anandita Krishnamachari, University of Virginia; Vivian Wong, University of Virginia; Coady Wing, Indiana University - Bloomington; David Martin, University of Virginia
Teacher Assignment in Response to High-Stakes Testing - Bernard G David, The University of Texas at Austin; Michael P. Marder, The University of Texas - Austin
The Effects of an Innovative Assessment and Accountability System on Grade 8 Student Achievement Outcomes - Carla M Evans, National Center for the Improvement of Educational Assessment, Inc.
"I Can, but I Can't": Accountability's Impact on Self-Efficacy and Agency While Implementing Kindergarten Formative Assessment - Angela Ferrara, University of North Carolina - Charlotte; Erica Merrill, University of North Carolina - Charlotte; Richard G. Lambert, University of North Carolina - Charlotte
The Influence of Sitting Positions on Students' Academic Dishonesty - Jiaqing Zhang, Teachers College, Columbia University; Linh Nguyet Doan, Teachers College, Columbia University
For Quasi-Experiments on EdTech Products, What Counts as Being Treated? - Valeriy Lazarev, Empirical Education Inc.; Denis Newman, Empirical Education Inc.; Malvika Bhagwat, Newsela