Researchers at the RAND Corporation have conducted a series of literature reviews that focus on topics such as high-stakes testing, performance assessment, and formative evaluation.
Their findings, published in a new report, suggest that there are a wide variety of effects that testing might have on teachers’ activities in the classroom, including changes in curriculum content and emphasis (eg, changes in the sequence of topics, reallocation of emphasis across and within topics); changes in how teachers allocate time and resources across different pedagogical activities (eg, focusing on test preparation); and changes in how teachers interact with individual pupils (eg, using test results to personalise teaching). The report, “New Assessments, Better Instruction? Designing Assessment Systems to Promote Instructional Improvement”, also identifies a number of factors (eg, pupil characteristics and regional policies) that mediate the relationship between assessment and teaching practices.
The authors suggest that the role of tests would be enhanced by policies that ensure tests mirror high-quality teaching, are part of a larger, systemic change effort, and are accompanied by specific supports for teachers.
Source: New Assessments, Better Instruction? Designing Assessment Systems to Promote Instructional Improvement (2013), RAND Corporation.