High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis

@article{Au2007HighStakesTA,
  title={High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis},
  author={W. Au},
  journal={Educational Researcher},
  year={2007},
  volume={36},
  pages={258 - 267}
}
  • W. Au
  • Published 2007
  • Psychology
  • Educational Researcher
  • Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. The primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject area… CONTINUE READING
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