Effects of State Tests on Classroom Test Items in Mathematics

Abstract

Classroom tests from nine eighth‐grade mathematics teachers were collected from the 2003–04 and 2005–06 school years. These years represent one school year prior to the eighth‐grade Ohio Achievement Test (OAT) in mathematics being implemented and the year after the eighth‐grade OAT in mathematics was implemented, respectively. In addition, teachers were interviewed to determine factors that influence classroom assessment practices. Classroom assessment data were compared between the two years, and interview data were examined, to investigate the impact that the new state test was having on classroom assessment practices. An average of 87% of teachers' classroom assessment items were at the lowest depth of knowledge level during both years. Teachers relied heavily on curriculum materials for their test items, and these items tended to only assess students ability to recall basic facts or perform straightforward procedures. The presence of a state test did not entice teachers to assess students at higher depth of knowledge levels.