Date of Conferral
Doctor of Education (Ed.D.)
Standardized tests are designed to show what students have learned and retained in a classroom setting. The study examined principals' perspectives related to the impact standardized testing has on teaching and learning in Grades K-12. In addition, the correlation between principals' perceived effects of standardized tests on students' performances and principals' characteristics was investigated. Vygotsky's theory was used as theoretical framework of the study, as the theory suggested nonstandardized assessment approaches are more effective. Research questions focused on principals' perspectives on the effect of standardized testing on teaching and learning within the school district in North Carolina and the extent that principals' experience, type of schools, gender, and academic degree are correlated to their perceived effects of standardized tests on student performance. A quantitative method with descriptive and correlation design was used to answer the research questions. A purposeful sample of 31 participants completed the online Likert survey. Data were analyzed using means, standard deviations, and correlation tests. Findings indicated that principals perceived that standardized testing hinder students' perfromaces. There was not a significant relationship between principals' perception related to the impact standardized testing has on teaching and learning in grades K-12 and their years of experience, type of school, gender, and academic degree. A positive social change implication includes informing educators about principals' views related to standardized testing as a feasible tool to enhance curriculum content delivery and student achievement.
Wray, Jacqueline Bruton, "Principals' Perspectives on the Effect of Standardized Testing on Teaching and Learning" (2016). Walden Dissertations and Doctoral Studies. 2181.