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dc.contributor.authorCho, Jeasik
dc.date2013-01-01
dc.date.accessioned2018-06-10T21:25:15Z
dc.date.available2018-06-10T21:25:15Z
dc.description.abstractIn the context of a newly adopted statewide assessment system, PAWS (Proficiency Assessment for Wyoming Students), this paper describes intended instructional changes and unintended outcomes in classrooms and schools as a result of an assessment policy involving an innovative online portion of the test. An elementary school was selected and prolonged qualitative fieldwork with in-depth and focus group interviews were conducted for 1 1/2 years. A constant comparative data analysis and interpretation from grounded theory methodology led to the following themes: adaptive implementation policy, teachers' dilemmas, instructional change, and school culture change. While observing an elusive role for teachers that involved external accountability factors, researchers also found a practical hope for future PAWS tests, foreshadowing the need for promptly delivered test results for realistic instructional improvement.
dc.identifier.urihttps://hdl.handle.net/20.500.11919/859
dc.languageEnglish
dc.publisherUniversity of Wyoming. Libraries
dc.relation.ispartofFaculty Publications - College of Education
dc.sourceCollege of Education Faculty Publications
dc.subjectGrounded theory; Implementation; Instructional change; Standardized testing
dc.subjectEducation
dc.titleWhen Pandora's Box is Opened: A Qualitative Study of the Intended and Unintended Impacts of Wyoming's New Standardized Tests on Local Educators' Everyday Practices
dc.typeText
dcterms.title.journalQualitative Report


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