This paper describes teachers’ perceptions of the relationship between standardized testing and creativity. Using an interview guide format, eight teachers were asked to consider their perspectives on, and practices related to fostering creative behaviours in children, with regard to their own creative teaching methods in light of accountability legislation. The responses teachers provided indicated that standardized testing process often impacted their teaching by taking time away from learning material they considered to be more valuable. Teachers in this study also indicated a sense of incongruity, in that they believed creativity could not exist in a classroom focused on improving standardized achievement scores. However, many teachers also indicated that standardized testing improved students’ basic and foundational skills, including math and reading, which they felt may enhance students’ creativity in the future. The results of this examination are framed with reference to accountability legislation in Canada and the United States, and the potential lasting effects of a high-stakes testing environment.
Accountable to whom? Teacher reflections on the relationship between creativity and standardized testing in Ontario.Critical Education (2014)
Publication DateSpring March 1, 2014
Citation InformationDishke Hondzel, C. (2014). Accountable to whom? Teacher reflections on the relationship between creativity and standardized testing in Ontario. Critical Education 5(4).