Yes / There is conflicting experimental evidence about whether the “stakes” or importance of being wrong affect judgments about whether a subject knows a proposition. To date, judgments about stakes effects on knowledge have been investigated using binary paradigms: responses to “low” stakes cases are compared with responses to “high stakes” cases. However, stakes or importance are not binary properties—they are scalar: whether a situation is “high” or “low” stakes is a matter of degree. So far, no experimental work has investigated the scalar nature of stakes effects on knowledge: do stakes effects increase as the stakes get higher? Do stakes effects only appear once a certain threshold of stakes has been crossed? Does the effect plateau at a certain point? To address these questions, we conducted experiments that probe for the scalarity of stakes effects using several experimental approaches. We found evidence of scalar stakes effects using an “evidenceseeking” experimental design, but no evidence of scalar effects using a traditional “evidence-fixed” experimental design. In addition, using the evidence-seeking design, we uncovered a large, but previously unnoticed framing effect on whether participants are skeptical about whether someone can know something, no matter how much evidence they have. The rate of skeptical responses and the rate at which participants were willing to attribute “lazy knowledge”—that someone can know something without having to check— were themselves subject to a stakes effect: participants were more skeptical when the stakes were higher, and more prone to attribute lazy knowledge when the stakes were lower. We argue that the novel skeptical stakes effect provides resources to respond to criticisms of the evidence-seeking approach that argue that it does not target knowledge / Leverhulme Trust Research Project Grant (RPG-2016-193)

Research suggests that high stakes testing impacts teachers' decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachers' perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the "digital divide." 74b769a6-e0db-4582-ac4d-7a2ab1e0118c,"Research surrounding older adults, social support, and emotional well-being are richly researched topics. However, literature is devoid of qualitative studies and research focusing specifically on community centers and older adults' social networks, which are integral for understanding the growing needs of older adults in today's society. Guided by the theoretical frameworks of phenomenology, activity theory, and ecological theory, four in-in-depth interviews were conducted and then coded for themes. The central themes highlighted family connection, connection with others, resiliency, helping others, type of activity, restoring self, community connection, exploration, convenience, and life stages. Suggestions for future research and possible impacts for clinical practice are discussed. / Ed. D.

Does the degree of implementation of the components of the middle-school design relate to high-stakes assessment scores in Grade 8 reading and math? There currently exists a conflict between the advocates of the middle-school components and those who support an abandonment of this philosophy and conceptual model for a more conservative and curriculum centered school structure. The outcome of this study provides valuable data to resolve this debate. Socioeconomic ratios, minority percentages, and student attendance were controlled for as they impact student achievement. The middle-school concept evolved from a desire to create a more appropriate learning environment which would address the unique needs of early adolescents. Student achievement as demonstrated on the math and reading Standards of Learning tests in Virginia schools should validate this belief. The data analysis resulted in no significant difference between the reading and math scores on the Virginia state assessment for eighth-grade students in middle schools and eighth graders in other grade configured schools. The socioeconomic status of the student population of the school was the one factor that did impact the students' academic achievement. Math scores were not impacted to the same degree as the reading scores. While this research provides no concrete support for the expansion of the middle-school program, neither is there support for the assertion that it lacks rigor, and keeps students from achieving academically and therefore should be abandoned. / Ed. D.

The purpose of this study was to assess the impact of the high-stakes standardized test movement in Texas secondary schools. The method to accomplish this task was to compare the perceptions between Texas secondary school administrators and supporters, critics, and researchers of high-stakes testing. Out of 400 potential respondents randomly selected from 2005-2006 membership list of Texas Association of Secondary School Principals, 178 administrators participated in an electronic survey to rate the extent to which 31 statements derived from supporters, critics, and the unintended consequences of high-stakes testing as reported by researchers in current literature. Means, standard deviations, and frequencies were used to make assumptions about perceptions of secondary administrators. Independent t-tests were conducted to test for possible perception differences between groups identified in the study. Independent groups examined in this study included: Gender (Male and Female), Years of Administrative Experience (1-4 years vs. 15 or More Years), Campus Classification (Large vs. Small), and Current Campus Rating (Exemplary and Recognized vs. Academically Acceptable). Using an alpha level of .05 to establish significance, t-tests suggest that significant differences exist between large and small school administrators on statements 5 and 7. Further, significant differences exist between male and female administrators on statements 4 and 5. The findings of this study seem to suggest that Texas secondary principals strongly support the following statements: 1. No high-stakes decision such as grade retention or graduation should be based on the results of a single test. 2. Educators are making use of student performance data generated by highstakes tests to help them refine programs, channel funding, and identify roots of success. 3. High-stakes tests have helped focus public attention on schools with lowachieving students. 4. The public display of high-stakes test scores motivates administrators. 5. High-stakes testing has resulted in a loss of local control of curricula. 6. The implementation of high-stakes testing has been a catalyst for increased attention to students with special needs. 7. Doing poorly on high-stakes tests does not lead to increased student effort to learn.

Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and universities as an admissions measure. High-stakes assessment results are also used by schools to convey student achievement, and several states now require students to pass an exam to receive a diploma. What is less clear, however, is the relation between these two measures, GPA and high-stakes assessment results. One purpose of this study was to examine the predictive relation of mathematics GPA to student performance on high-stakes assessments. Multiple regression models were used to analyze the predictive relation between mathematics GPA and performance on the ACT and the Oregon Assessment of Knowledge and Skills (OAKS), two high-stakes assessments. In addition, the regression analyses were used to examine the influence of other student-level variables such as talented and gifted status and math courses taken prior to testing on the relation between mathematics GPA and performance on the two high-stakes assessments. In all, 299 high school students from a single grade-level enrolled in one Oregon suburban school district participated in the study. Results indicate that GPA is a significant variable in a high-stakes assessment outcome. Additionally, results of the multiple regression reveal significant student-level effects on assessment outcomes that reduce explained common variance in both the ACT and OAKS models. Implications for practice and suggestions for future research are discussed.

Students at an eastern United States high school have experienced low pass rates on the High School Assessment Program for English Language Arts (HSAP ELA) for the past 5 consecutive years. The HSAP ELA test is 1 of 2 exams that students must pass to receive a high school diploma. Students who failed the HSAP ELA were provided remedial content and test preparation courses and enrichment tutorials to pass the state's ELA high-stakes test. The purpose of this qualitative bounded case study was to explore the teaching practices used to improve student performance on the HSAP ELA test. The conceptual framework for this study was the ELA competency model, a framework that combines instructional-practice principles and assessment. A purposeful sampling of 8 high school ELA teachers (3 regular education teachers, 4 remedial teachers, and 1 teacher who taught both groups) who taught ELA content and test preparation courses volunteered to participate in semi-structured interviews and provided sample lesson plans for document review. Qualitative data were analyzed using thematic analysis with open coding to identify patterns and themes. Teachers used graphic organizers, vocabulary study, questioning, relevant texts, and writing to prepare students for success on the HSAP ELA test. It is recommended that the current ELA curriculum and professional learning opportunities include teaching practices which could increase student content knowledge and performance on the HSAP ELA. These endeavors may contribute to positive social change by providing ELA teachers with specific teaching practices to prepare students to pass the HSAP ELA test, thus increasing the number of students receiving high school diplomas and increasing employment opportunities after high school.

In Australia, traditionally a wide range of measures have been used to identify academically successful schools. The mix of these measures has varied from state to state. But recently, added to this mix, and perhaps becoming the most influential factor, has been the examination results of senior students. These have become far more available to the prospective parents and governing bodies. They are used to gauge the ranking of the school, and to whether parents can expect their children to gain entry into the more prestigious tertiary programs available. But these scores are also being used to rank staff, and in turn, the ‘quality’ of staff becomes yet another factor in identifying an academically successful school. In other words, the notion of high stakes testing is gaining wide spread use across all forms of schooling in Australia, including State, Independent and Catholic schools. This thesis is about teachers in academically successful Christian Brothers’ schools. It is an interpretive study that seeks to understand how these teachers respond to this form of assessment: high stakes testing. Their responses include emotional responses, how they change their teaching style and how they feel about teaching in Christian Brothers’ schools striving for academic success. In this research I interviewed teachers and administrators at three academically successful Christian Brothers’ schools in three different states in Australia. I developed three cases from these interviews and document searches, one drawn from each school, that indicate the range of issues that emerged, for them, as teachers in academically successful Christian Brothers’ schools. The specific use of high stakes testing was found to be very different in each of the schools. One school used high stakes testing as an accountability measure for staff, another used it as an accountability measure for students, and the third had no history of using high stakes testing. The study concludes that academic excellence can be achieved in Christian Brothers’ schools whilst remaining faithful to the ethos that underpins these schools: the Charism of Edmund Rice. Significant factors in the determination of the successful implementation of high stakes testing in these schools were found to be: the effect of senior management; influence of the media; the influence of culture; and changing culture and the nature of the schools. The thesis concludes with a blueprint for a hypothetical Christian Brothers’ school to follow that may lead to academic success.

The purpose of this study was to examine: (a) the methodological quality of current research on English Language Learners (ELL) in the areas of high-stakes testing and oral language as a component skill of reading performance, (b) the association between oral language and reading performance in third grade Hispanic ELLS, and (c) the impact of instructional program model on ELLs’ oral language development. Two parallel systematic reviews were conducted searching CSA, Ebsco and Wilson electronic databases for empirical studies conducted in the U.S. and published in peer-reviewed journals in English. In study one, ELLs and high-stakes testing, eleven reviewed studies (N=11) met the inclusion/exclusion criteria; while in study two, ELLs and oral language, twenty-three reviewed studies (N=23) met the inclusion/exclusion criteria. Abstracted studies were evaluated using a 10-criteria matrix, and a methodological quality score was assigned.

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Inquiry into fairness of a test has been recognized as an important research activity to direct efforts to reduce bias and discrimination against certain groups of test takers, create equal opportunities for test takers to demonstrate their knowledge and skills, and promote social justice. Given the importance of fairness in testing, my research examined the fairness of one large-scale high-stakes test in China—the Graduate School Entrance English Exam (GSEEE). To guide this doctoral research, I first drew on four sources of conceptual and empirical work to identify key issues encompassing test fairness. Informed by Willingham’s conceptual framework, I investigated the fairness of the GSEEE in two studies. In Study 1, I examined whether the GSEEE test items functioned differentially and brought potential bias towards test taker groups based on gender and academic background. In Study 2, I investigated perceptions of the fairness of the GSEEE as expressed by program administrators, teachers, and test takers. In conclusion, this research offers empirical information with regard to the fairness of the GSEEE from psychometric and stakeholder perspectives. The research also provides evidence that the conceptualization of test fairness is mediated by contextualized beliefs and traditions. Whether a test is perceived as fair or not is derived from considerations in both the testing process and the broad socio-cultural context. / Thesis (Ph.D, Education) -- Queen's University, 2014-06-10 10:33:32.484