| DOI: | 10.7249/RR1294-1
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| 报告号: | RR-1294-1
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| 报告题名: | What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels |
| 作者: | Julia H. Kaufman; Laura S. Hamilton; Brian M. Stecher; Scott Naftel; Michael Robbins; Chandra Garber; Cordaye Ogletree; Susannah Faxon-Mills; V. Darleen Opfer
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| 出版者: | RAND Corporation
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| 出版年: | 2016
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| 发表日期: | 2016
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| 总页数: | 8
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| 国家: | 美国
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| 语种: | 英语
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| 英文关键词: | Students
; Academic Achievement
; Elementary Education
; Teacher Effectiveness
; Education Policy
; Principals
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| 英文摘要: | Many states have recently made major changes to their K–12 student testing programs. The media have reported growing dissatisfaction with the amount of testing happening in schools and the use of tests for high-stakes decisionmaking. However, there is little systematically gathered information on the perspectives of U.S. educators who have firsthand knowledge about testing and its effects on teaching and learning. This report shares U.S. principals' and teachers' main concerns about testing, drawing upon new survey tools for understanding educators' perspectives and implementation of major education policies: RAND's American Teacher Panel (ATP) and American School Leader Panel (ASLP). The findings are drawn from the ATP and ASLP surveys fielded in February 2015, before the full administration of most state-mandated exams. Findings indicate particular concern with students' test performance, as well as more prevalent concerns about the PARCC assessment compared with other assessments. The information about U.S. educators' concerns will serve as a baseline for tracking changes in attitudes over time. This analysis focuses on "the main state-mandated test for mathematics" and "for English language arts" (ELA) that teachers and principals reported their students taking. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics. |
| URL: | http://www.rand.org/content/dam/rand/pubs/research_reports/RR1200/RR1294-1/RAND_RR1294-1.pdf
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| Citation statistics: |
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| 资源类型: | 研究报告
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| 标识符: | http://119.78.100.158/handle/2HF3EXSE/27346
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| Appears in Collections: | 影响、适应和脆弱性
科学计划与规划
气候减缓与适应
气候变化事实与影响
气候变化与战略
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| RAND_RR1294-1.pdf（331KB） | 研究报告 | -- | 开放获取 | | View
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| Recommended Citation: | |
Julia H. Kaufman,Laura S. Hamilton,Brian M. Stecher,et al. What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels. 2016-01-01.
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