Document Type

Dissertation

Date of Award

12-2021

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Susan Curtin

Abstract

In recent years, standardized assessment has played a major role in the American school system. Standardized testing, sometimes referred to as high-stakes testing, is a measure to ensure accountability and equity. One standardized test, the NWEA MAP assessment, is used to measure growth and proficiency. When students complete the assessment, they receive a Rasch UnIT (RIT) score and a prediction of growth for the next time they take the assessment, as well as a projection of whether or not they are on track for that expected growth (NWEA, 2021). The purpose of this study was to explore teacher perceptions of the supportive practices of building leaders related to standardized testing, specifically the NWEA MAP assessment. For this study, 11 elementary teachers were interviewed via Zoom. Interviews were transcribed and analyzed following Creswell and Poth’s suggestions for analysis specific to phenomenological research. Five themes were discovered: preparing for the NWEA MAP assessment is twofold; analyzing the data post-test; testing pressure affecting self-efficacy; feeling a sense of support from colleagues; desiring a focus on holistic assessment. These results may be useful for building leaders as they work to support teachers with standardized testing and using the data and to prepare for professional development based on teacher and student needs.

Subject Categories

Educational Administration and Supervision

Keywords

Standardized Testing, Elementary Teachers, Administrator Support

Number of Pages

99

Publisher

University of South Dakota

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