The Impact of High-Stakes Testing on Classroom Teaching: A Case Study Using Insights from Testing and Innovation Theory Book

Ch. 1	Introduction	1
Ch. 2	The origins of the present investigation : the Sri Lankan O level Examination Project	5
Ch. 3	The impact of high-stakes examinations on teaching	29
Ch. 4	Innovation in education	59
Ch. 5	Methodology	89
Ch. 6	The impact of the new examination on teaching : the teachers' view	105
Ch. 7	Antecedents : what did teaching look like before 1985?	138
Ch. 8	Implementation factors : characteristics of the innovation : the textbook series	159
Ch. 9	Implementation factors : characteristics of the innovation : the new examination	183
Ch. 10	Implementation factors : characteristics of the user system	203
Ch. 11	Implementation factors : characteristics of the users	231
Ch. 12	Discussion and future directions	260
App. 1	Old syllabus examination, 1987	286
App. 2	New syllabus examination, 1988	294
App. 3	Observation schedule, Sri Lankan o level evaluation project - impact study, round 6	315
App. 4	Summary of results from observations, Sri Lankan o level evaluation project- impact study, rounds 1-6	342
App. 5	Generalizations summarizing research findings (rogers 1995)	346
App. 6	Propositions concerning the success of projects (Smith 1991)	350
App. 7	Interview guide for group interviews October-November 1991	352
App. 8	Initial coding scheme	355
App. 9	Sample of coded transcript	358
App. 10	Revised coding scheme	363
App. 11	Sample unit from English every day, year 11	366
App. 12	Description of typical classrooms (Alderson and Wall 1992:87-88)	373
App. 13	Recommendations for a baseline study - St Petersburg (Wall 1995:9-10)	375
App. 14	Communications Web. year 12 project - Estonia	377
App. 15	Plans for phasing in a new examination year 12 project - Lithuania	378