The effects of state mandated testing on elementary classroom instruction

This study was conducted for the purposes of describing teachers' and principals' perceptions of state mandated testing requirements and the effects of state testing on instructional practices. Additional factors examined included teachers' and principals' perceptions of the relationships between curricula and the content of state tests; whether state tests reflect curricular and instructional preferences of teachers; teachers' and principals' perceptions of the effects of state testing on teachers' control of curricular decision making; and whether teachers and principals perceive state tests as appropriate mechanisms for evaluating students. Qualitative research methods were employed through the use of a standardized interview guide. The interview guide was developed based on previous studies and designed specifically to address this study's research questions. Teachers and principals from three states, Tennessee, Illinois, and New York were selected for the study. Forty-two respondents were interviewed--ten teachers from each state and principals from each school. Interviews were taped and the transcriptions were analyzed using a constant comparative method. Core variables or themes developed from the data analysis. The following themes emerged from the analysis: 1. Respondents mistrusted state departments of education and viewed state testing as an attempt by state education departments to exercise control over curricula and instructional decision making. 2. Respondents believed that scores are misinterpreted, misused, and overemphasized by the state education department and the public. 3. Participants placed more emphasis on teacher observations than test results in making instructional decisions concerning students. 4. Publication of test results and subsequent comparisons of schools places additional pressure on teachers to raise scores. 5. State testing instruments assess basic skills which encourages teachers to emphasize basic skill instruction. Teachers feel pressured to improve scores because state test results are used to compare schools and are viewed as indicators of teacher effectiveness. Teachers alter curricula to match state tests and, thus, limit their use of more effective research based instructional strategies. Instructional strategies can be enhanced if state assessment instruments reflect instructional practices supported by current research.