The purpose of this study was to answer one basic research question: What attitudes do elementary teachers have toward state mandated Standards and Benchmark testing? This study also had four sub-questions: 1) What changes have elementary teachers made in their curriculum to accommodate the Standards and Benchmarks? 2) What changes have teachers made in their teaching styles to accommodate the Standards and Benchmarks? 3) What do elementary teachers feel are the benefits of Benchmark testing? 4) What do elementary teachers feel are the detriments of the Benchmark testing? This study took place in two suburban elementary schools in Northern Oregon. The participants were first through sixth grade teachers. Information was gathered 1...11. staff meetings and after school in individual classrooms. The information was gathered through surveys, interviews, and staff meetings. In order to protect the participants' rights to privacy and anonymity I have provided pseudonyms for all participants and schools in this study. After collecting surveys, interviews, and observation notes, various patterns emerged. I concentrated on the' areas of largest agreement among teachers. The areas of agreement are that the Standards and Benchmarks are intended to make schools accountable and provide a basic framework for instruction. The agreed upon outcome of these intentions was that they would cause teaching-to-the-test.
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