To Test or Not to Test?: The Role of Testing in Elementary Social Studies A Collaborative Study Conducted by NCPSSE and SCPSSE

Abstract

There are growing concerns among social studies professionals that social studies instruction is disappearing from elementary schools. These concerns have become more pressing as educational policies emphasize core curricula of reading, writing, mathematics, and science. Questions arise as to how social studies can resume its traditional role as one of these core curricula. One possibility is to have social studies included in the accountability movement through testing. This article contemplates the role of testing in impacting social studies instruction in the elementary curriculum through a comparative analysis of data collected from a study of practicing elementary teachers in two states: one in which social studies instruction is tested and the other in which social studies instruction is not tested.

Citation

Heafner, T.L., Lipscomb, G.B. and Rock, T.C. (2006), "To Test or Not to Test?: The Role of Testing in Elementary Social Studies A Collaborative Study Conducted by NCPSSE and SCPSSE", Social Studies Research and Practice, Vol. 1 No. 2, pp. 145-164. https://doi.org/10.1108/SSRP-02-2006-B0001