The Effects of High-Stakes Testing on the Teaching of Literature

This thesis examines the effects of high-stakes testing on the teaching of literature in secondary classrooms. The study includes an overview of the current initiatives and political climate affecting the debate as well as a detailed examination of a survey given to 40 literature teachers from various locations throughout the United States. The teachers answered questions about their purpose for teaching literature as well as what effects high-stakes tests were having on both their lesson planning and assessment strategies. Finally, the teachers were asked to rate the overall effect of high-stakes testing as positive or negative and explain their positions. This study finds that the effects of high-stakes testing are negatively impacting both teacher instruction and student learning and alternatives must be found to better assess student achievement.