Work

When Pandora’s Box Is Opened: A Qualitative Study of the Intended and Unintended Impacts Of Wyoming’s New Standardized Tests on Local Educators’ Everyday Practices

Year: 2015

Type: article

Abstract: In the context of a newly adopted statewide assessment system, PAWS (Proficiency Assessment for Wyoming Students), this paper describes intended instructional changes and unintended outcomes in classrooms and schools as a result of an assessment policy involving an innovative online portion of the test. An elementary school was selected and prolonged qualitative fieldwork with in - depth and focus group interviews were conducted for 1½ years. A constant comparative data analysis and interpretation from grounded theory methodology led to the following themes: adaptive implementation policy, teachers’ dilemmas, instructional change, and school culture change. While observing an elusive role for teachers that involved external accountability factors, researchers also found a practical hope for future PAWS tests, foreshadowing the need for promptly delivered test results for realistic instructional improvement.

Source: The Qualitative Report

DOI: 10.46743/2160-3715/2013.1548

Authors: Jeasik Cho, Brian Ebhard

Institutions: University of Wyoming, Nova Southeastern University

Language: English

Topic: Educational Assessment and Improvement

Subfield: Information Systems and Management

Field: Decision Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $500