The Impact of Teacher and School Characteristics on Test Preparation Practices in Elementary Math Classrooms (Poster 21)

• In Event: AERA Poster Session Four
  In Poster Session: Classroom Test Preparation and Student Motivation

Abstract

Teachers’ pedagogical choices of engaging in various assessment practices, including test preparation, are determined by a combination of individual and contextual factors. We examined the individual and school-level factors that impact teacher test preparation practices based on sociocultural views of assessment practices. A secondary analysis of surveys from teachers in three school districts in the eastern United States subject to high-stakes state tests revealed that individual characteristics were far more predictive than school-level characteristics. Furthermore, test preparation pedagogy was positively associated with formative and rich assessment practices indicating that when choosing assessment practices, teachers might focus more on practical results than pedagogical purity.

Authors

• Karen Moran Jackson, Soka University of America
  Presenting Author

• Ha Bui, University of Michigan
  Presenting Author