[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603299-105":59,"doc-detail-603299-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","learning-to-take-tests-or-learning-for-understanding-teachers-beliefs-about-test-based-accountability","Learning to Take Tests or Learning for Understanding? Teachers’ Beliefs about Test-Based Accountability","","A survey of 708 Florida upper-elementary teachers examines perceptions of the state’s test-based accountability program and its impact on student learning in reading, writing, and mathematics. Nearly all respondents report testing had a negative effect or no effect. The study discusses factors linked to students’ decreased learning and addresses key measurement concerns, including score inflation and test-score pollution. It also outlines how teachers’ experiences inform implications and recommendations.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-to-take-tests-or-learning-for-understanding-teachers-beliefs-about-test-based-accountability/603299/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-to-take-tests-or-learning-for-understanding-teachers-beliefs-about-test-based-accountability/603299.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does the survey examine regarding Florida’s test-based accountability program?","Question",{"text":111,"@type":112},"It examines teachers’ perceptions of how the testing program affects upper-elementary students’ learning and teachers’ instructional practices in reading, writing, and mathematics.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How do most Florida upper-elementary teachers describe the effect of testing on student learning?",{"text":116,"@type":112},"Nearly all of the 708 teachers reported that testing had a negative effect or no effect on student learning across the tested subjects.",{"name":118,"@type":109,"acceptedAnswer":119},"Why do the authors question using test scores as direct evidence of increased student understanding?",{"text":120,"@type":112},"Test scores can rise or fall for reasons not tied to learning, such as test-score pollution from teaching test-taking skills, changes in test format and questions, and year-to-year scoring differences.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603299,1792096037,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Learning to Take  \nTests or Learning for Understanding? Teachers’Beliefs about Test-Based Accountability  \nby Brett D. Jones and Robert J. Egley  \nAbstract  \nThe results of a survey on teachers’ perceptions regarding Florida’s  \ntest-based accountability program raised serious doubts about whether testing has precipitated positive outcomes in upper-elementary students’ learning. Nearly all of the 708 Florida upper-elementary teachers who completed the survey reported that testing had a negative effect or no effect on student learning in reading, writing, and mathematics. Factors associated with students’ decrease in learning are discussed and implications are provided.  \nRecent state and national legislation, such as the No Child Left Behind Act of 2001, attempts to improve education through the use of statewide standards and testbased accountability. Policy makers and testing proponents claim that such test-based accountability programs hold educators and students accountable and, thus, raise student achievement (Evers and Walberg 2002; Raymond and Hanushek 2003) . As a result, testing programs have been implemented across the nation to measure student achievement and school quality.  \nSome educators, researchers, parents, students, and national educational organizations are not convinced that testing programs are the best means to ensure that students are learning and that teachers are teaching effectively. In fact, several researchers have found that teachers often are opposed to testing because of the many negative consequences associated with it (Urdan and Paris 1994; Jones et al. 1999) . Though many unintended consequences of testing have been noted (Jones, Jones, and Hargrove 2003), one of the most often cited is the negative effect that it has on teaching practices and, consequently, student learning.  \nDespite all the positive and negative consequences of testing that have been discussed over the past few years, one of the most important questions regarding testing  \n232  \nResearch Reports  \nremains largely unanswered: Does test-based accountability result in increased student learning? One way to answer this question is to examine student achievement on statewide tests. Thoughthis might sound like an irrefutable means to answer this question, test scores increase and decrease due to a variety of reasons not necessarily related to increased student learning, such as test score pollution resulting from teaching test-taking skills, changes in the test format and questions, and scoring from year to year. As Linn (2000, 7) stated,“Common sense and a great deal of hard evidence indicate that focused teaching  \nto the test encouraged by accountability uses of results produces inflated notions of achievement when results are judged by comparison to national norms.” This type of evidence was provided by Amrein and Berliner (2002) who found that student learning generally stayed the same or decreased after high-stakes tests were implemented. Results such as these indicate that achievement as measured by test scores does not necessarily reflect gains in student understanding.  \nTo study the effects of test-based ac-  \nCurrent learning research  \nemphasizes the importance of teaching for understanding, which occurs as facts are connected and organized around concepts.  \ncountability on student learning, the authors chose a different strategy: to ask teachers who work with students on a daily basis and who know best how their teaching practices are affected by their state’s testing program. Upper-elementary teachers in Florida were surveyed about how that state’s testing program had affected their teaching practices and students’ learning. Specifically, the teachers were asked:  \n• how testing had influenced their ability to use effective teaching methods;  \n• how professional development had helped them with their overall teaching performance and students’ performance on tests;  \n• how much time their students spent practicing t","cbCaihvnQGlTlAgW","https://ap.wps.com/l/cbCaihvnQGlTlAgW","pdf",431418,17,"English","# Abstract\n# Background and Literature Review\n## Pressure and Support\n# Study Design and Survey Questions\n# Findings and Implications","[{\"question\":\"What does the survey examine regarding Florida’s test-based accountability program?\",\"answer\":\"It examines teachers’ perceptions of how the testing program affects upper-elementary students’ learning and teachers’ instructional practices in reading, writing, and mathematics.\"},{\"question\":\"How do most Florida upper-elementary teachers describe the effect of testing on student learning?\",\"answer\":\"Nearly all of the 708 teachers reported that testing had a negative effect or no effect on student learning across the tested subjects.\"},{\"question\":\"Why do the authors question using test scores as direct evidence of increased student understanding?\",\"answer\":\"Test scores can rise or fall for reasons not tied to learning, such as test-score pollution from teaching test-taking skills, changes in test format and questions, and year-to-year scoring differences.\"}]","Learning to Take Tests or Learning for Understanding? Teachers’ Beliefs about Test-Based Accountability | PDF",43]