High-Stakes Testing and the Teaching of Science

In a study of the relationship between high-stakes testing and the teaching of science, we conducted pilot case studies of two school districts, and then interviewed and observed a larger number of teachers in Grades 8, 10, and 12 drawn from 10 districts in British Columbia. We also interviewed principals, students, and district personnel. The data showed a decrease in the variety of instructional approaches from Grade 8 to Grade 12. Teachers' comments suggested that high-stakes examinations at Grade 12 were a major factor in the instructional differences we observed. We concluded not only that the examinations discouraged teachers from using strategies which promoted enquiry and active student learning, but also that this impoverishment affected the language of class