Learning to teach in the era of test-based accountability: a review of research

Abstract

ABSTRACT As test-based accountability gains more popularity worldwide, concern has been growing that it reduces and confines teacher learning and professionalism to exam-oriented teaching. Given novice teachers’ vulnerability and the likelihood that accountability regimes will affect them significantly, this review examines 12 studies focusing on novice teachers’ professional learning in varied test-based accountability contexts. Despite the international popularity of accountability, most of the studies in this area were conducted in the United States, apart from one from Singapore. Most studies found that test-based accountability had a negative effect on novice teachers’ learning by causing them to experience too much pressure and tension and forcing them to produce teacher-directed lessons for exam preparation. Meanwhile, a few studies suggested that providing balanced principal leadership, community support, or both could help reconcile teachers’ instructional beliefs with exam-oriented practices, thus leading to better teacher learning. The review findings have produced implications for research, policy, and teacher education.