This ethnographic case study, situated in Newfoundland and Labrador, Canada, examined the effects of full-scale provincial testing on families, its influences on homework, and familial accountability for teaching and learning. Data were drawn from family interviews, as well as letters and documents regarding homework. Teachers sensed a significant degree of pressure on student performance on province-wide tests. This sometimes resulted in narrowing of curricula in favour of more test-taking practice. Additionally, teachers sent home sample test items for students to practice with their families to increase test scores.
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Carolyn Clarke (2024) studied this question.
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