The effects of high stakes testing on the teaching practices of National Board Certified Teachers

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Sarah Porter Willis (Creator)
The University of North Carolina Wilmington (UNCW )
Web Site:
Kenneth Anderson

Abstract: This study was conducted to determine if the state mandated multiple-choice end-ofcourse assessments for North Carolina affect the teaching practices of National Board certified teachers. In addition, discrepancies between the teaching methods utilized by National Board certified teachers in their EOC and non-EOC courses were explored. Four National Board Certified teachers who taught high school classes with and without North Carolina End-of- Course tests (EOCs) participated in this study. Information was collected from participants using pre-interview questionnaires, face-to-face interviews, and written follow-up reflection questions, revealing six themes. The dichotomy present between the standards supported by the National Board for Professional Teaching Standards and the teaching practices used to teach test-taking strategies and increase standardized test scores was not only apparent in the literature, but also in the data collected for this study. This study revealed that mandated standardized assessments do affect the teaching practices of National Board Certified teachers. Implications for these findings are discussed.

Additional Information

A Thesis Submitted to the University of North Carolina at Wilmington in Partial Fulfillment of the Requirement for the Degree of Masters of Arts
Language: English
Date: 2009
Educational tests and measurements--North Carolina, Education--Research--North Carolina
Educational tests and measurements -- North Carolina
Education -- Research -- North Carolina

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