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Document Number: 5871 Perceived Effects of State-Mandated Testing Programs on Teaching and Learning: Findings from Interviews with Educators in Low-, Medium-, and High-Stakes States - The fruit of interviews with 360 educators in Kansas, Michigan and Massachusetts, the findings shed light on the effects of the state standards and the state test on classroom practice, as well as the effects of the state test on students. Eight state policy recommendations are made on the basis of the report’s findings. The authors report that they “found no clear overall relationship between the level of the stakes attached to the state test and the influence of the state standards on classroom practice.” In all three states, a number of factors were found to influence the degree to which state standards affected classroom practice, though in all three states, “preparing for the state test had changed teachers’ instructional and assessment strategies.” (Marguerite Clarke, Arnold Shore, Kathleen Rhoades, Lisa Abrams, Jing Miao and Jie Li, Lynch School of Education, Boston College, January 2003)...
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