Teachers' Backward-Mapping of Patterns in High-Stakes Math Tests

• In Event: Applied Validation Studies in STEM

Abstract

External examinations have grown as instruments of control over educational systems in the past decade. A number of studies show how high stakes tests predictably emphasize some state standards while consistently excluding others, enabling teachers to teach to the test and inflate test scores. These studies suggest that teachers are familiar with patterns in the test and adopt their teaching in similar ways. As of yet there is little empirical evidence to support such a claim. This study analysed the patterns teachers describe in a high stakes test in England (Key Stage 2 Mathematics test) and whether these patterns match the description of tested content by the test developer and a panel of content experts.

Authors

• Melanie Ehren, University College London

• Nicholas Wollaston, Institute of Education - London

• Jeffrey Goodwin

• Paul Edward Newton, Cambridge Assessment

• Tamara Bibby, Kings College, London