Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Paul (Mac) Brinson
Committee Member 2
Georgia Milestones, High stakes testing, On-line testing grades 3 – 5 teachers’ and administrators’ perceptions of online Georgia Milestones testing on (a) curriculum, (b) teaching, (c) accountability, and (d) stress. Data were collected via survey. Sixty teachers and eight administrators completed the survey. Surveys were analyzed by school, administrator, and domain. Open-ended questions at the end of the survey were analyzed individually by question for teacher and administrator themes. Survey analyses found that teachers and administrators, in the curriculum domain, believed that on-line high-stakes testing led teachers to reassess beliefs about subject matter that is important to teach. The survey analyses of the stress and accountability domains revealed that improving on-line high-stakes scores and accountability grades aided in the stress that teachers experience, however, the presence of on-line testing has increased teachers’ awareness of accountability measures. Open-ended question analyses found both teachers and administrators believe that technology glitches and the student’s limited keyboarding skills had an effect on the students’ overall test scores.
Brown, Doriastino Cheely, "A Georgia's School Districts Grades 3-5 Teachers' and Principals' Perceptions Regarding On-Line Georgia Milestones Testing" (2018). Electronic Theses and Dissertations. 1813.
Research Data and Supplementary Material