The Impact of High-Stakes Examinations on Classroom Teaching: A case study using insights from testing and innovation theory

by Dianne Wall

• ISBN13: 9780521542494
• ISBN10: 0521542499
• Edition: 1st
• Format: Paperback
• Copyright: 2006-01-16
• Publisher: Cambridge University Press

Summary

It is widely believed that one of the most effective ways of creating change in an education system is by introducing or by re-designing high-stakes examinations. This method is not foolproof, however, as there are many factors which can affect the impact of such an innovation. This study analyses the effects of an examination which was meant to serve as a 'lever for change'. It illustrates how the intended outcome was altered by factors in the exam itself, as well as characteristics of the educational setting, the teachers and the learners. Included are reviews of the literature of examination impact and innovation in education, and guidelines for the consideration of educators who continue to believe in the potential of examinations to effect curriculum change.

Table of Contents

List of figures	xi
List of tables	xii
Acknowledgements	xiii
Series Editors' note	xv
Chapter 1 Introduction	1	(4)
Chapter 2 The origins of the present investigation: the Sri Lankan O level Examination Project	5	(24)
Chapter 3 The impact of high-stakes examinations on teaching	29	(30)
Chapter 4 Innovation in education	59	(30)
Chapter 5 Methodology	89	(16)
Chapter 6 The impact of the new examination on teaching: the teachers' view	105	(33)
Chapter 7 Antecedents: what did teaching look like before 1985?	138	(21)
Chapter 8 Implementation factors: characteristics of the innovation: the textbook series	159	(24)
Chapter 9 Implementation factors: characteristics of the innovation: the new examination	183	(20)
Chapter 10 Implementation factors: characteristics of the user system	203	(28)
Chapter 11 Implementation factors: characteristics of the users	231	(29)
Chapter 12 Discussion and future directions	260	(25)
Appendices	285	(94)
1. Old Syllabus Examination, 1987	286	(8)
2. New Syllabus Examination, 1988	294	(21)
3. Observation schedule, Sri Lankan O level Evaluation Project –Impact Study, Round 6	315	(27)
4. Summary of results from observations, Sri Lankan O level Evaluation Project – Impact Study, Rounds 1-6	342	(4)
5. Generalizations summarizing research findings (Rogers 1995)	346	(4)
6. Propositions concerning the success of projects (Smith 1991)	350	(2)
7. Interview guide for group interviews. October-November 1991	352	(3)
8. Initial coding scheme	355	(3)
9. Sample of coded transcript	358	(5)
10. Revised coding scheme	363	(3)
11. Sample unit from English Every Day, Year 11	366	(7)
12. Description of typical classrooms (Alderson and Wall 1992:87-88)	373	(2)
13. Recommendations for a baseline study – St Petersburg (Wall 1995:9-10)	375	(2)
14. Communications web. Year 12 Project – Estonia	377	(1)
15. Plans for phasing in a new examination. Year 12 Project Lithuania	378	(1)
References	379	(14)
Index	393