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This paper uses data collected through focus group interviews over two years to explore the relationship between teachers and tests. In the first year of data collection, two focus groups were organized; one group was composed of 7 elementary school teachers and counselors and the other group was composed of 12 high school teachers. The participants, with varied teaching experiences, represented a cross section of urban, suburban, and rural school districts in western New York State. Each of the 2-hour focus group interviews was tape recorded and transcribed. During the second year of data collection, separate elementary and secondary focus groups were organized. Post-interview evaluations were completed by participants. All data were analyzed from an interpretive stance emphasizing the importance of context and the multiple ways individuals construct meaning. The three patterns synthesized from the data relate to the nature and substance of the tests, the professional development opportunities available to teachers, and the rationales for and the consequences of the state examinations. Analysis suggests that teachers see the New York State tests as a mixed bag. Teachers across grade levels and subject areas express an uneasy combination of hope and fear, anticipation and dread. The focus group teachers reported that school-, grade-, and/or department-level professional development activities generally were more useful than state or district efforts. Findings suggest that teachers need to be much more involved in the process of changing state assessments and professional development needs to be more attuned to the different needs teachers have. (Contains 48 references; focus group protocol is appended.) (BT)

This publication provides a general description, in question-and-answer format, of the 1999 Utah Statewide Testing Program. Under this program, norm-referenced achievement tests are administered to Utah students in grades 5, 8, and 11 under a legislative mandate. The newest edition of the Stanford Achievement Tests, the Stanford 9, was chosen as the test series for 1999. Test administration conditions, including the use of calculators, and test preparation are discussed. What the tests measure, who pays for them, and how they are used are described. (SLD)

This publication provides a general description, in question-and-answer format, of the 1999 Utah Statewide Testing Program. Under this program, norm-referenced achievement tests are administered to Utah students in grades 5, 8, and 11 under a legislative mandate. The newest edition of the Stanford Achievement Tests, the Stanford 9, was chosen as the test series for 1999. Test administration conditions, including the use of calculators, and test preparation are discussed. What the tests measure, who pays for them, and how they are used are described. (SLD)

This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation modelling (SEM) was used for model comparison and hypotheses testing. The goodness-of-fit test of the analysis shows partial support of the applicability of the TAM in a Malaysian context. Overall, the TAM accounted for 37.3% of the variance in intention to use technology among student teachers and of the five hypotheses formulated, four are supported. Perceived usefulness is a significant influence on attitude towards computer use and behavioural intention. Perceived ease of use significantly influences perceived usefulness, and finally, behavioural intention is found to be influenced by attitude towards computer use. The findings of this research contribute to the literature by validating the TAM in the Malaysian context and provide several prominent implications for the research and practice of technology integration development.

The persistent and prolonged pitiable state of teachers' job performance leading to poor academic achievement of secondary school students in Ebonyi State has become a source of concern and worry among stakeholders and parents. This could be that instructional supervision is not regularly performed by the principals in order to provide professional guidance and assistance to teachers to enable them improve on their instructional delivery. It therefore becomes necessary to investigate the relationship between principals supervisory techniques and teachers job performance in secondary schools in Ebonyi State. The study was guided by three research questions and three hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The study population comprised 4,368 secondary school teachers in Ebonyi State. Stratified proportionate sampling technique was used to sample 1005 respondents from the population of the study. The researchers developed two sets of instruments titled "Principals' Supervisory Techniques Questionnaire (PSTQ)" and "Teachers Job Performance Questionnaire (TJPQ)" were used for data collection. The instrument was subjected to face and content validation by three experts who are lecturers; two in Department of Foundations and the other in Measurement and Evaluation Unit in the Department of Science Education, all from Faulty of Education, Ebonyi State University, Abakaliki. Cronbach alpha was employed for the reliability test and this yielded a coefficient of 0.78, 0.68 and 0.81 for the three parts of PSTQ and 0.78 for TJPQ respectively. Pearson product moment coefficient was used in answering the research questions and t-test was used in testing the hypotheses. The findings of the study revealed among others that there is a high positive correlation between classroom observation techniques and teachers' job performance in secondary schools in Ebonyi State. It also revealed that there was a significant relationship between principals' demonstration techniques and teachers' job performance in secondary schools in Ebonyi State. Based on the findings, conclusion was drawn and it was recommended among others that government should provide opportunity for principals to attend conferences, workshops, seminars and colloquiums on supervisory techniques at least once a year both nationally and internationally for more acquisition of skills and knowledge for effective instructional supervision in order to keep them at par with their foreign counterparts.

A study of elementary school teachers in California schools was conducted to determine the amount of testing they administered. Yearly state assessment tests, standardized norm-referenced test batteries, criterion-referenced tests, minimum competency tests, and teacher-made, curriculum-embedded tests were used. Testing in most areas was more frequent in upper elementary levels than in primary grades. Test results provided teachers with an estimate of the ability of new students. Required test results functioned as a standard of comparison, while teacher-made tests were used for instructional decision making. Teachers' attitudes toward required testing programs were generally negative. Test use was influenced by grade level, availability of classroom aides, and years of teaching experience. Results of the survey indicated required standardized tests comprised a small fraction of classroom assessment activities. Curriculum-embedded tests were more prevalent and played a larger role in instructional decision making. They had more validity for teachers in terms of appropriateness for students and curriculum coverage. Most teacher training related to testing occurred during preservice education. Staff development activities might increase teachers' knowledge of new approaches to testing. (DWH)

A procedure for testing teachers anonymously in a rural county in the Southeast aims at improving the quality of instruction and the teachers' scores on the Nelson-Denny Reading Test, ITBS Subtests, and the Otis Lennon Mental Ability Test. Training sessions held afterwards to help teachers focus on outcomes of instruction, their measurement, and the interpretation of scores to students were viewed negatively by the teachers, who at first felt there was no need for testing themselves. There was a change of attitude when facts were presented concerning the great range and low median of their scores. Although the scores did not improve substantially over time, the teachers did apparently function better. The procedure offers a means of supplying teachers with unlimited information about their proficiency in given areas and should be helpful to all school personnel in the improvement of instruction. The results of the testing indicate that at least a third and probably 40% to 60% of teachers are deficient in most of the instructional areas for which they have responsibility, and a significant number have less than average ability. (LH)

This final report describes the activities and outcomes of a federally funded project that was designed to develop, validate, and disseminate a training program for teachers of students with autism. The strategies taught to teachers were those that have been accepted as best practice in autism literature. Since 1996 more than 500 teachers, associates, and other certified professionals from Iowa and surrounding states have been trained in the model, and support teams for training and follow-up have been developed in at least 5 sites outside of Heartland AEA 11. The data suggest that the training model is validated for effect on global intelligence. In addition, there was some impact on observed behaviors associated with autism, cooperative play, and classroom behavior. Impact on adaptive behavior was not well established. The effect on cognitive performance was validated on a small sample of children in two different replication sites. It appears that IEP teams, with support from autism specialists, can program for students with autism in public schools, without needing to resort to "autism" or other categorical classrooms. In addition, it appears that autism support teams can train certified support professionals to teach students with autism. (Contains 23 references and 24 tables.) (Author/SG)

This survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203 (a voter-initiative that restricts the use of bilingual education programs in Arizona schools), the federal No Child Left Behind Act of 2001 (NCLB), and Arizona LEARNS (the state's high-stakes testing and accountability program)--reveals that (a) these policies have mostly resulted in confusion in schools throughout the state, (b) that there is little evidence that such policies have led to improvements in the education of ELL students, and (c) that these policies may be causing more harm than good. The majority of teachers surveyed reported that Sheltered (or Structured) English Immersion (SEI)--the state's mandated method for teaching ELLs since the passing of Proposition 203--is too restrictive and that this approach, as it is being implemented in Arizona, is inadequate for meeting the language and academic needs of ELL students. Furthermore, teachers reported that English-only high-stakes testing is driving instruction for ELL students which fails to take into account students' current levels of English language proficiency and previous opportunities to learn grade-level academic content. Teachers reported that recent changes in language and accountability policies and the strong pressure to teach-to-the-test and raise ELL student scores--despite the students' lack of proficiency in the language of the test--have decreased the morale and career satisfaction of teachers, and have led to high teacher turnover in schools with large ELL student populations.

This report documents the work of the first national effort to design tests for the evaluation of the occupational competency of trade and industrial/technical teachers in 24 major occupational areas. Participating in the project were 717 specialists from industry, education, government, the military, and testing organizations. Tests were developed and administered to 2,010 selected candidates at 24 pilot area test centers established throughout the country. The project proved the feasibility of establishing a permanent National Occupational Competency Testing Institute to be located at Princeton, N.J. Through the Consortium of States, the network of area test centers will provide evaluative services essential to the selection of competent teachers and thus improve vocational education and manpower training programs. Phase I of the project resulted in the organization of a Consortium of States, the preparation of a handbook for developing occupational competency tests, and pilot testing of 24 areas. Phase II developed additional tests and set up scoring techniques and training programs. In Phase III more tests in additional occupational areas were developed, field testing was expanded, and the National Occupational Competency Institute was established. Recommendations for continuing programs and services are presented, and listings of project participants and materials used are appended. (MF)

This handbook deals with the specifics of integrating teaching and testing in the context of high school classes. It is part of a school-based staff development program for high school teachers and is designed to have faculty members in a department work as a team. Colleagues are asked to help one another develop instructional units and courses that effectively integrate teaching, testing, and the use of test information. The program is divided into a basic training program and an advanced training program. The basic program focuses on six essential teaching/testing practices: (1) formulating learning goals in a unit of instruction, and determining the emphasis each is to receive in instruction and assessment; (2) developing an assessment plan for the unit; (3) matching tests and other assessment procedures to the learning goals, and assuring quality in test design; (4) setting and applying standards for goal attainment; (5) providing feedback to students and suggesting ways that learning may be improved; and (6) adapting instructional plans and procedures to accommodate student progress. In the advanced program, these practices are extended to the design of courses, and working with slow and fast learning students. The program also addresses the issues of grading, course evaluation, and translation of goal-based course plans into course descriptions for students and parents. (JD)

The problems associated with standardized testing are illustrated in this collection of articles. Alternatives to current practices and strategies for change are suggested. The contributors discuss the roles and responsibilities of groups concerned with student evaluation systems, the testing of minority group and non-English-speaking students, problems in using students' test results for evaluation of teachers, and teachers' perspectives on testing alternatives. The 1975 report of the National Education Association (NEA) Task Force on Testing and a report of the 1972 NEA Conference on Civil and Human Rights in Education are appended. (Author/MV)

Results from a national survey of teachers are reported for five types of state testing programs, those with: (1) high stakes for districts, schools, or teachers, and students; (2) high stakes for districts, schools, and teachers, and moderate stakes for students; (3) high stakes for districts, schools, and teachers, and low stakes for students; (4) moderate stakes for districts, schools, and teachers, and high stakes for students; and (5) moderate stakes for districts, schools, and teachers, and low stakes for students. Of the 12,000 teachers who received surveys, 4,195 returned responses. At least two themes emerged from these survey data. In several areas, teachers' responses differ significantly when analyzed by the severity of the stakes attached to test results. Pressure on teachers, emphasis on test preparation, time devoted to test content, and views on accountability are such areas. The second theme is that views of elementary, middle, and high school teachers regarding the effects of their state's test differed from each other in areas such as school climate and classroom use of test results. There are also instances in which stakes and grade level combined show interesting patterns in teachers' responses, and areas in which there are no differences. The summary is organized by major areas surveyed, and within each area, findings are presented for stakes levels, grade levels, and stakes combined with grade levels. Five appendixes contain supplemental information and data tables. (Contains 16 figures, 88 tables, and 53 references.) (SLD)

How stress and anxiety is affecting Thais at high school : The impact of over testing and poor teaching

Part of the plan by the American Federation of Teachers (AFT) to prepare training materials and conduct conferences on improving teachers' use of standardized tests was to survey a representative sample of elementary/secondary teachers. This survey ascertains teacher preparation and knowledge in testing, teacher assessment of the importance of testing to teaching, and teacher attitudes toward various testing issues. Findings indicate that teachers seem to be generally supportive of standardized tests, and understand the need for quality standards in education. Specifically, it was found that teachers want useful information in three areas: (1) diagnosing individual student needs; (2) planning instructional activities and programs, and (3) placing and grouping students. Results of the survey support the notion of testing an an integral part of instructional programs. Teachers appear to be somewhat supportive of minimum competency testing, but see many serious flaws in most current programs in this area. (Author/GK)

This report focuses on two aspects of teacher supply and quality: (a) the under-representation of racial/ethnic minorities, especially African Americans in the teaching pool, and (b) teacher candidates' performance on licensure assessments, including general skills tests in reading, writing, and mathematics (known as Praxis I[R]) and selected tests covering areas of content and pedagogy (known as Praxis II[R]). The report presents trends in the overall and minority teaching workforce, utilizes some of the available Praxis[TM] program data, combined with interviews of faculty and students involved in college and university teacher preparation programs, to address supply, achievement, and performance gaps between prospective minority and White teachers. African American candidates are the focal group in this report, in order to gauge the effect that Praxis has on the supply of prospective African American teachers and to generate ideas for closing gaps. Other minority Praxis test-taking populations in the selected states are not included because these are not large enough to produce sufficient data from which to make valid inferences. Appended are: (1) Primer on Standard Setting; (2) Description of Selected Background Variables and Classifications Used in the Quantitative Analyses of Praxis I and Selected Praxis II Tests; (3) Statistical Formulas; (4) Summary of Regression Analyses Using Praxis I and Selected Praxis II Tests and Background Information Questionnaire (BIQ) Variables; (5) Script Inviting Campuses to Participate in the Joint Research Project of the National Education Association (NEA) and Educational Testing Service (ETS) to Understand Achievement Gaps in Teacher Licensure and Certification Tests; (6) National Education Association (NEA)/Educational Testing Service (ETS) Interview Guides; and (7) Lloyd Bond Findings and Recommendations. (Contains 31 tables and 11 notes.)

Large-scale testing programs are generally based on the assumptions that the test-takers experience standard conditions for taking the test and that everyone will do his or her own work without having prior knowledge of specific questions. These assumptions are not necessarily true. The ways students and educators use to get around standardizing conditions to gain an advantage are described, and ways to reduce these behaviors are presented. In the first place, there is traditional cheating, by copying, or describing answers, which is enhanced by electronic gadgets or international exchanges of information. Lax security can result in the theft of test booklets. Teachers and other educators can undermine the validity of test by ignoring evidence of student preknowledge of the test or by tacitly colluding with students by allowing access to test materials. The measurement community needs to do a better job of educating educators about the importance of standard conditions. Testing agencies or programs should audit some testing sites to determine the existence of standard conditions, and new techniques of test administration, including computer adaptive tests, must be developed to improve test security. (SLD)

The current status of teacher testing practices and materials in the public schools of the District of Columbia was evaluated. This document reports the findings and recommendations of eight professionals who convened in Washington, D.C., on November 17-19, 1987. These consultants, via interviews with practitioners, found a high degree of readiness within the district for the use of subject matter examinations as a criterion for teacher certification. Issues were examined by a policy analysis tool known as the convening process. Recommendations for a teacher testing policy are provided: (1) subject matter knowledge testing for teacher certification or licensure; (2) requirement of a specified certification score; (3) certification testing for all teachers regardless of other certification; (4) limitations on temporary certification; (5) analysis of processes used in hiring, promotion, and tenure decisions; (6) review of tests and development of new tests; and (7) a writing test for diagnostic and prescriptive purposes for all new employees. Specific recommendations were made to improve the current validity procedures and test development process, including the establishment of a research and measurement unit to collaborate with the current Intern-Mentor program. An overview of legal issues in teacher testing, a report on test development and intern performance, a consultant briefing paper, meeting agenda and a list of interviewees, and sample revalidation procedures and forms are appended. (SLD)

Studies of teacher use of tests suggest that classroom tests are widely used and standardized test results are rarely used. Previous comparisons of preservice and inservice teachers' attitudes toward assessment suggest few differences. Differences in opinions about the use of classroom and standardized tests were assessed via surveys of three groups: 84 college sophomores beginning a teacher education program; 152 college seniors completing a teacher education program, but without student teaching experience; and 553 inservice teachers in a western state. Significant differences in opinions were found, with inservice teachers having more favorable attitudes than teacher education students toward classroom testing and less favorable attitudes toward standardized testing. This difference may reflect current realities of test use in teachers' and students' lives. Two data tables and a 25-item list of references are included. (SLD)

This survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203 (a voter-initiative that restricts the use of bilingual education programs in Arizona schools), the federal No Child Left Behind Act of 2001 (NCLB), and Arizona LEARNS (the state's high-stakes testing and accountability program)--reveals that (a) these policies have mostly resulted in confusion in schools throughout the state, (b) that there is little evidence that such policies have led to improvements in the education of ELL students, and (c) that these policies may be causing more harm than good. The majority of teachers surveyed reported that Sheltered (or Structured) English Immersion (SEI)--the state's mandated method for teaching ELLs since the passing of Proposition 203--is too restrictive and that this approach, as it is being implemented in Arizona, is inadequate for meeting the language and academic needs of ELL students. Furthermore, teachers reported that English-only high-stakes testing is driving instruction for ELL students which fails to take into account students' current levels of English language proficiency and previous opportunities to learn grade-level academic content. Teachers reported that recent changes in language and accountability policies and the strong pressure to teach-to-the-test and raise ELL student scores--despite the students' lack of proficiency in the language of the test--have decreased the morale and career satisfaction of teachers, and have led to high teacher turnover in schools with large ELL student populations. (Contains 2 figures, 14 tables, and 78 notes.)

This survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203 (a voter-initiative that restricts the use of bilingual education programs in Arizona schools), the federal No Child Left Behind Act of 2001 (NCLB), and Arizona LEARNS (the state's high-stakes testing and accountability program)--reveals that (a) these policies have mostly resulted in confusion in schools throughout the state, (b) that there is little evidence that such policies have led to improvements in the education of ELL students, and (c) that these policies may be causing more harm than good. The majority of teachers surveyed reported that Sheltered (or Structured) English Immersion (SEI)--the state's mandated method for teaching ELLs since the passing of Proposition 203--is too restrictive and that this approach, as it is being implemented in Arizona, is inadequate for meeting the language and academic needs of ELL students. Furthermore, teachers reported that English-only high-stakes testing is driving instruction for ELL students which fails to take into account students' current levels of English language proficiency and previous opportunities to learn grade-level academic content. Teachers reported that recent changes in language and accountability policies and the strong pressure to teach-to-the-test and raise ELL student scores--despite the students' lack of proficiency in the language of the test--have decreased the morale and career satisfaction of teachers, and have led to high teacher turnover in schools with large ELL student populations. (Contains 2 figures, 14 tables, and 78 notes.)

A study was conducted to: (1) test for the factorial validity of the 22-item Maslach Burnout Inventory (MBI) separately for 742 male and 801 female elementary school teachers and 659 male and 721 female secondary school teachers in Central Canada; (2) cross-validate findings across a second independent sample for each teacher group; and (3) test for invariant factorial structure across gender within each of the 2 teaching panels. Although confirmatory factor analysis supports a 3-factor structure, it also supports previous research in demonstrating the strong cross-loading of item 12 on the Emotional Exhaustion factor, and abnormally large correlated errors between items 1 and 2, items 10 and 11, and items 6 and 16. These results were invariant across the calibration/validation groups, across gender, and across elementary/secondary teaching panels. A retesting of content validity associated with these items is strongly recommended. Four tables and 1 figure present analysis results, and 34 references are listed. (Author/SLD)

The question examined extensively in this document is why socioeconomic status and race are related to academic achievement. While most explanations look to the cognitive or cultural deficiencies of lower class and minority students, this volume considers an alternative explanation. Prevailing definitions of academic achievement undoubtedly contribute to unequal results, but probably do not entirely explain differential school achievement. The educational concepts, structures, and interactions operating in schools powerfully shape outcomes as well. While many examples could be considered, three are scrutinized here in depth, namely IQ testing, the structural arrangement of tracking, and teachers expectations and behaviors. The review of literature focuses on how these ideas and processes may depress the academic achievement of lower class or minority students and enhance the achievement of middle class or white children. Thus, this review has two purposes: to identify relationships between testing, tracking, teacher expectations, and unequal educational outcomes; and to try to specify the conditions under which those relationships occur. The evidence reviewed supports the assertion that schools substantially help to create and legitimize inequalities between children. (Author/DEP)

This study investigated the perceptions and attitudes of practicing teachers towards minimum competency testing for teachers. A 5-point Likert-type general attitude scale was constructed by standard procedure, using item analysis and factor analysis. Eight perspectives from which a teacher may perceive teacher minimum competency testing were delineated from a review of related literature and an examination of the contents of the statements in the initial attitude scale. These were (1) content mastery, (2) teaching skill mastery, (3) certification or licensing, (4) screening or quality control, (5) motivation, (6) professionalism, (7) administrative control, and (8) threatening the integrity of teachers. It was hypothesized that these perspectives are highly predictive of teachers' attitudes toward minimum competency testing. Twenty-seven Bloomington (Indiana) elementary, middle and high school teachers were administered the general attitude scale and semantic differentials on the eight perspectives. Factor analysis was carried out to identify significant factors associated with the eight perspectives. These factors were correlated with the attitude score, and a multiple regression analysis showed that a linear combination of four perspectives (certification, content, teaching skills, and screening) was highly predictive of the teachers' attitude, which turned out to be not favorable for this sample of teachers. The attitude scale and two of the semantic differentials (assessment of content mastery and teaching skills) follow the study. (Author/JAZ)

An overview is presented of the current status of competency testing for teacher certification. The question of the effect of certification tests on the quality of hired teachers is briefly discussed. Statistics are presented on types of tests used by various states, with particular attention to differences in the cut-off scores for passage of a teacher certification test, whether on a test developed by one state or a nationally-normed test set by individual states. Correlations between the scores on admission tests and subsequent teacher certification test scores in several southern states are analyzed. The structure and validity of some state-developed tests and nationally-normed tests are considered. Also examined are the relatively low test scores of minority groups and the effects of this phenomenon on schools with predominantly minority students. A brief discussion is presented on issues raised by testing for recertification which has been mandated in Arkansas and Texas. (JD)

An overview is presented of the current status of competency testing for teacher certification. The question of the effect of certification tests on the quality of hired teachers is briefly discussed. Statistics are presented on types of tests used by various states, with particular attention to differences in the cut-off scores for passage of a teacher certification test, whether on a test developed by one state or a nationally-normed test set by individual states. Correlations between the scores on admission tests and subsequent teacher certification test scores in several southern states are analyzed. The structure and validity of some state-developed tests and nationally-normed tests are considered. Also examined are the relatively low test scores of minority groups and the effects of this phenomenon on schools with predominantly minority students. A brief discussion is presented on issues raised by testing for recertification which has been mandated in Arkansas and Texas. (JD)

Educators' perceptions of the effects of state mandated testing on instructional practices and curricular decisions were studied. An ethnographic interview study was conducted with 30 fifth- and sixth-grade teachers and 12 principals from Illinois, New York, and Tennessee. Forty-one of the 42 respondents agreed to have their interviews audiotaped. Schools in each state represented a variety of enrollments from low to high socioeconomic status and varied minority composition. Teachers generally agreed that reading and mathematics sections of the state mandated tests assessed skills that more closely matched their curricula than did sections on language arts, science, or social studies. Teachers also reported altering the scope and sequence of the curriculum and eliminating concepts that were not covered on state tests. Participants also reported reluctance to use innovative instructional strategies and reported reliance on traditional instructional measures in the belief that these strategies would better prepare students for state tests. An overriding theme was the reported time constraints imposed by the pressure associated with assuring successful student performance. There is a 21-item list of references. (SLD)

The widespread use of standardized tests and the high stakes decisions made because of their scores are facts that cannot be ignored. It can be argued, therefore, that assessment literacy should be included in the training of teachers and administrators. To determine the extent of selected assessment knowledge among preservice and inservice teachers a survey of test-taking considerations, test-administration procedures, and test-wiseness strategies was sent to 130 preservice and 119 inservice teachers who were enrolled in coursework at a large midwestern university. One-third of the preservice and 10 percent of the inservice teachers had not taken any tests and measurements courses. Results suggest that both groups could benefit from additional knowledge about standardized test administration, preparation of students to take tests, and making informed decisions about test scores. Assessment literacy could be improved in courses that emphasize: (1) differences between standardized and teacher-made tests; (2) the importance of following administration procedures to ensure score validity; (3) general test-wiseness skills that may be taught to improve general testing performance; and (4) unethical practices including instruction in specific test content, using actual items from the test. At least one tests and measurements course is recommended in order to complete the teacher education program. (LL)

This article reports research conducted to describe the perceptions of mentor teachers in elementary schools who work with preservice teachers in local school-university partnerships. Teachers shared how their lives in elementary schools/classrooms have changed as a result of new standardized testing requirements. Results focus on how accountability structures influence an increase in stress or pressure on teachers, how standardized testing influences a decrease in job satisfaction for teachers, and how standardized testing influences the narrowing of curriculum and instruction in elementary classrooms. In order to fight against the negative consequences of standardized testing and the implementation of assessment and accountability structures in line with new educational policy, teachers, administrators, and teacher educators must be aware of the perceptual influences at the classroom level. (Contains 7 tables.)

This paper discusses what teachers of English do to test their learners with specific test samples used to assess students' language skills, and suggests practical solutions on this issue. It also proposes a distance learning course in "testing and assessment" for teachers' professional development on the Internet, which will enable them to exchange ideas and find solutions to problems.

Thirty teachers and 718 students in grades 4, 5, and 6 in Edmonton, Alberta participated in a study to determine the value of simultaneous one-way television and group telephone conferencing (compared to conventional instruction) for teaching LANDSAT imagery. Results indicate that: (1) a 5-hour instruction period is sufficient to train elementary school teachers to teach their students to interpret color 1 LANDSAT imagery on an introductory level for class use; (2) there are small but significant differences favoring male over female students (in TV-telephone group) on an achievement test; (3) some students appear to emphasize color over pattern or shape in interpreting color 1 LANDSAT imagery ground truth (suggesting that teachers emphasize the role that pattern, color, and shape play in ground-truth interpretation; (4) there is confusion among students in distinguishing snow and clouds in the LANDSAT imagery; and (5) that a grid procedure test map is less precise than one-to-one oral testing or the marking of arrows or circles to identify features on LANDSAT imagery. In addition, results of the achievement test confirm previous research indicating that elementary school students are capable of working with LANDSAT color 1 images. (JN)

This paper introduces criterion-referenced tests (CRTs), compares them with norm-referenced tests (NRTs), discusses how they can be evaluated and revised, and presents a study of an actual class and textbook test evaluation using CRTs. NRTs have dominated testing methodology since the mid-1970s; an example is the Test of English as a Foreign Language (TOEFL). CRTs are much less well known; they determine the amount of material learned rather than spreading students out along a continuum of general ability. In foreign language learning, NRTs measure general language proficiency; CRTs measure specific objectives. NRTs are of little help in diagnosing students' strong and weak points, assessing achievement, or evaluating programs. CRTs, which can be designed and evaluated by using item analysis, serve much better in these areas. The test used in the study was designed by a teacher with many years experience in teaching English as a Second Language. Unfortunately, the test described and shown, using CRT with item analysis, is found to be ineffective. Specifically, the test lacked institutional goals, forcing reliance on the textbook, rather than course objectives, for test construction. (Contains 13 references.) (NAV)

The relationship between high school students' feelings of efficacy and efforts to study and teachers' classroom testing practices was examined. Questionnaires were administered in four high schools in biology, geometry, English, and United States history classes; a total of 69 classes participated. Some teachers were also interviewed. Students' efforts to study were indicated by their responses to items on time spent doing homework, completing homework on time, answering questions in class, soliciting teachers' help, listening in class, being late to class, and cutting class. Students' feelings of efficacy versus futility were measured by items about obtaining rewards as a result of effort. Academic motivation was indicated by how important it was to do well and by the desired grade. Results confirmed the expected positive relationships of motivation and efficacy to effort. The predicted negative relationship of futility to effort was weaker. Results of examining teachers' testing practices indicated that students' perceptions of communication, feedback, correspondence, and helpfulness were strongly interrelated; they were also related to efficacy and self-reported effort. The questionnaires are appended. (GDC).

A study was made to determine characteristics of teacher-composed classroom tests, with emphasis placed on describing the levels of knowledge addressed by the test items. In this preliminary investigation, 19 mathematics and 16 science teachers working in 4 high schools in a mixed suburban/rural school district were asked to: (1) complete a brief instrument describing the format, objectives, analysis, and uses of their tests as well as their level of confidence in their testing skills; and (2) supply the researchers with their most recently administered unit or quarter examination. A rating form was devised to analyze a sample of teacher-composed tests. Interrater agreement for a sample of the tests ranged from 90 to 100 percent. Teachers' perceptions of the levels of knowledge addressed by their test items were compared to the researchers' actual ratings by means of t-tests or mean differences with the alpha levels adjusted using Bonferroni's formula. Multivariate analyses of variance were used to examine the main effects of school and subject taught on the percentage of items addressing each level of knowledge. Results provide insights into teachers' perceived purposes for testing, construction of test items, cognitive levels tested, overall test presentation, and confidence in testing skills. Major weaknesses discovered include a tendency to test at low cognitive levels, flaws in construction of individual test items, and inadequate instructions. Study data are presented in seven tables. (TJH)

Much effort has been directed toward the evaluation of human characteristics and abilities. This handbook is an outgrowth of an extensive study of occupational competency testing and is intended to assist in the development, administration and evaluation of written and performance tests wherever occupational competency evaluation may be fundamental to employment, upgrading or promotion. This report: (1) provides the historical background and philosophical concepts of occupational competency testing, (2) outlines test development procedures, (3) discusses test administration, (4) considers the evaluation of occupational competency tests and test results, and (5) presents findings concerning national occupational competency testing. This is an outgrowth of the report on "The state of the art" and the experiences gained in pilot testing of two tests. List of resources, references and a bibliography complement this report. Related documents are available as ED 051 378, and VT 014 261 in this issue. (GEB)

Previous studies of the validity of gains on high-stakes tests have compared trends in scores on a high-stakes test to trends on a lower-stakes test, such as NAEP. However, generalizability of gains is likely to be incomplete even when gains are meaningful because of differences in the inferences the two tests are designed to support. Therefore, this simple approach is useful only when the disparity in trends on the two tests is very large. A more sensitive but difficult approach requires identifying the specific aspects of performance that increase by varying amounts and comparing these to the specific inferences users base on the score increases. A key to this approach may be identifying the aspects of performance that teachers focus on in their attempts to raise scores. This report presents the results of a pilot study evaluating several types of survey questions designed to elicit from teachers detailed information on their instructional responses to testing. The types of responses explored are those that previous CRESST work (Koretz, McCaffrey, & Hamilton, 2001) suggested are important for validating score gains. Of the formats used, the most promising appears to be questions, the prompts for which are actual test items, including both items from the high-stakes test for which the teachers are preparing and other tests. (Author)

Teachers' uses of and concerns with various assessment procedures were surveyed in the Parkrose School District, Portland, Oregon. All 229 district teachers and student service staff were asked to complete a questionnaire. A total of 211 questionnaires was returned for a response rate of 92%; however, all but one of the analyses were based on the responses of 102 elementary school teachers (ESTs) and 100 secondary school teachers (SSTs). The questionnaire, a modification of an instrument developed by the Northwest Regional Educational Laboratory, examined teachers' uses and concerns regarding five categories of testing: (1) teacher-developed objective; (2) textbook embedded; (3) standardized achievement; (4) curriculum-referenced and district-developed; and (5) teacher observation and development. In the classroom, teachers used observation and judgment more than any other types of tests, and teacher-made tests were the second most popular type. Standardized achievement tests were used the least. SSTs used more teacher-made tests, and ESTs used more observation. Teachers were most concerned about improving the quality of observation and objective tests that they developed. ESTs were more concerned about the conflict with instructional time and student reaction to standardized testing. It is recommended that the district formulate and implement a district policy on testing. Two tables present survey data. Appendices provide the philosophy and proposed testing policy, teacher targets on testing, and a teacher target sheet on test construction. (SLD)

This study was designed to collect and then to compare various educators' perceptions (N=484) of the effectiveness of selected standardized testing program management practices in their schools. It was found that these educators perceived their schools' performance of testing-related practices to be more effective than the schools' overall performance in meeting other district responsibilities. Testing practices rated highest were use of quality tests and materials, maintenance of pupil records, and use of understandable scores and reports. Testing practices rated lowest were use of test results to evaluate instruction, availability of written policies, and use of publisher instructional guides accompanying achievement batteries. Comparatively, the teachers' ratings of the effectiveness of their schools' testing practices tended to be lower than were the administrators's ratings, and the testing directors' ratings of their testing practices tended to be lower than were the principals' and the supervisors' ratings. (Contains 12 references, 4 tables, and 4 figures.) (Author)

This study was designed to collect and then to compare various educators' perceptions (N=484) of the effectiveness of selected standardized testing program management practices in their schools. It was found that these educators perceived their schools' performance of testing-related practices to be more effective than the schools' overall performance in meeting other district responsibilities. Testing practices rated highest were use of quality tests and materials, maintenance of pupil records, and use of understandable scores and reports. Testing practices rated lowest were use of test results to evaluate instruction, availability of written policies, and use of publisher instructional guides accompanying achievement batteries. Comparatively, the teachers' ratings of the effectiveness of their schools' testing practices tended to be lower than were the administrators's ratings, and the testing directors' ratings of their testing practices tended to be lower than were the principals' and the supervisors' ratings. (Contains 12 references, 4 tables, and 4 figures.) (Author)

This study was designed to collect and then to compare various educators' perceptions (N=484) of the effectiveness of selected standardized testing program management practices in their schools. It was found that these educators perceived their schools' performance of testing-related practices to be more effective than the schools' overall performance in meeting other district responsibilities. Testing practices rated highest were use of quality tests and materials, maintenance of pupil records, and use of understandable scores and reports. Testing practices rated lowest were use of test results to evaluate instruction, availability of written policies, and use of publisher instructional guides accompanying achievement batteries. Comparatively, the teachers' ratings of the effectiveness of their schools' testing practices tended to be lower than were the administrators's ratings, and the testing directors' ratings of their testing practices tended to be lower than were the principals' and the supervisors' ratings. (Contains 12 references, 4 tables, and 4 figures.) (Author)

This study was designed to collect and then to compare various educators' perceptions (N=484) of the effectiveness of selected standardized testing program management practices in their schools. It was found that these educators perceived their schools' performance of testing-related practices to be more effective than the schools' overall performance in meeting other district responsibilities. Testing practices rated highest were use of quality tests and materials, maintenance of pupil records, and use of understandable scores and reports. Testing practices rated lowest were use of test results to evaluate instruction, availability of written policies, and use of publisher instructional guides accompanying achievement batteries. Comparatively, the teachers' ratings of the effectiveness of their schools' testing practices tended to be lower than were the administrators's ratings, and the testing directors' ratings of their testing practices tended to be lower than were the principals' and the supervisors' ratings. (Contains 12 references, 4 tables, and 4 figures.) (Author)

A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training benefits. This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartnerTM [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depending on the combination of the baseline levels of classroom disruptive behavior and teacher distress; it appears that the program impacts were greatest in the highest risk circumstance (i.e., high teacher stress and elevated challenging student behaviors). For those classrooms, those assigned to intervention evidence improved behavior and student achievement compared to control counterparts by the spring of the training year, relative to the fall baseline (d = 0.18-0.70 depending on outcome). This study is significant in that it highlights effects during a critical window of training and coaching for early career teachers and the need to consider teacher and classroom contextual factors that may moderate professional development efforts. [This paper was published in "Journal of School Psychology" v78 p75-95 2020.]

This qualitative study examined the effects of a high-stakes, standardized test on teachers' instructional planning at a rural school. The research addressed this question: How do mandated curricular standards affect teachers' instructional planning and content selection? Ethnographic interviews (Creswell, 1998) examined four secondary teachers' perceptions of the effects of high-stakes standardized tests on their work. Case study methodology (Yin, 1994) guided the analysis of the data. Each participant had several years' experience teaching at Mollusk Island School, and each teacher had previously included place-based lessons (e.g., environmental studies, cultural history) in his/her repertoire. Ultimately, the study explored how a community maintenance function of small rural schools might be affected by state legislation for standardized accountability.

There are numerous different conceptions of learning styles, including that individuals differ in their preference for processing verbally versus visually presented information (Kirby et al., 1988). However, empirical testing of the meshing/matching hypothesis established by Pashler et al. (2009) that a fit between learning style and mode of information presentation/processing is associated with better learning outcomes is rarely done (Newton, 2015). Studies that have tested this show that matching learning styles with presentation mode does not benefit learning outcomes (Knoll et al., 2017; Rogowski et al., 2015, 2020). Although there is currently no empirical evidence to support the relevance of considering learning styles, many prospective teachers are nonetheless convinced that such consideration is warranted (Newton & Miah, 2017; Newton & Salvi, 2020; Paridon, 2018). However, this is not reflected in the majority's specific implementation in lesson design (Papadatou-Pastou et al., 2020). In the present study, first, a further empirical test of the matching hypothesis will be conducted in a seminar of prospective teachers with ecologically more valid learning materials. In addition, it will be investigated whether the fit between learning style and learning material influences metacognitive aspects of learning (subjective judgments of learning and confidence ratings regarding the given answers in subsequent tests).

This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation modelling (SEM) was used for model comparison and hypotheses testing. The goodness-of-fit test of the analysis shows partial support of the applicability of the TAM in a Malaysian context. Overall, the TAM accounted for 37.3% of the variance in intention to use technology among student teachers and of the five hypotheses formulated, four are supported. Perceived usefulness is a significant influence on attitude towards computer use and behavioural intention. Perceived ease of use significantly influences perceived usefulness, and finally, behavioural intention is found to be influenced by attitude towards computer use. The findings of this research contribute to the literature by validating the TAM in the Malaysian context and provide several prominent implications for the research and practice of technology integration development. Appendix 1 presents "Constructs and corresponding items." (Contains 6 tables and 3 figures.)

The results of a survey conducted to determine the perception of teachers of the climate surrounding the administration of the Iowa Tests of Educational Development (ITED) are presented. The results are related to the following two questions: (1) Do teachers feel that the test results are being used by teachers, administrators, and counselors? (2) If the answer to the first question is "yes," do teachers feel that they know how the test results are being used by these groups? A questionnaire was sent to teachers of English, science, and social studies. Results are given. It is concluded that standardized achievement tests provide information of potential value to students, parents, teachers, counselors, administrators, school board members, and the pupil at large. It was found that too little communication may occur in the schools, as a significant proportion of the respondents to the questionnaire profess to be uninformed about how other groups use the results. (CK)

Findings of a study that sought to determine teachers' and principals' perceptions concerning state-mandated testing are presented in this paper. Data were gathered through interviews with 30 fifth- and sixth-grade teachers and 12 principals in 3 states--Tennessee, Illinois, and New York--where statewide testing has been implemented for 30 years, 5 years, and 1 year, respectively. Findings indicated that teachers and principals mistrusted the State Departments of Education and state legislators; were confused about the purposes of state testing; perceived themselves as powerlessness to influence state testing policy; questioned the effectiveness of the tests in evaluating achievement; believed that test results were used to compare school systems; and expressed concern that scores were overemphasized. Educators did not view testing as an accurate measure of accountability. Because of this alarming communication gap between state educational policymakers and local educators, state-level policymakers should include the input of local educators who are acutely aware of their students' learning needs. Legislators' main focus should be the impact of testing on students, as they are the real constituents of state educational legislative reform. (Contains 51 references.) (LMI)

The perceptions of testing directors, school principals, teacher supervisors, and classroom teachers concerning the actual purposes of public school standardized group testing programs were studied. Surveys were mailed to superintendents in 97 randomly selected public school districts. The superintendents forwarded survey packets to selected principals and supervisors; standardized testing program directors; and elementary school and secondary school principals, who forwarded survey packets to selected classroom teachers. A total of 505 respondents from non-vocational public schools (82 testing directors, 48 teacher supervisors, 157 building principals, and 218 elementary school and secondary school classroom teachers) rank ordered statements describing the purposes of their school testing programs. In contrast to the results of previous research findings, it was found that most educators appropriately perceive the primary purpose of testing programs to be for classroom instructional use. Additionally, it was found that: teacher supervisors' perceptions of the importance of various purposes of testing programs differed sharply from other educators' perceptions and appeared to be in direct conflict with their role as instructional leaders; elementary school and secondary school educators' perceptions of testing purposes sharply differed from each other; and testing directors' perceptions of testing program purposes varied with the extent and nature of their training in testing and evaluation. Five data tables and a 24-item list of references are included. (Author/RLC)

In this speech, the president of the National Education Association presents a series of arguments against the development of national educational standards and against the continued use of national, norm-referenced, standardized tests. Eight objections to the use of such tests are noted. Defense of the teaching profession's objections to the tests is based upon the fact that (while such tests provide much more security for the teacher than do criterion-referenced tests and parent-teacher-student conferences) they are simplistic in their measurement, nearly impossible for the layman or local teacher to interpret, and label half the test-takers as losers. In opposition to standardized testing, it is recommended that evaluation be performed in a variety of ways: observation of the student and his academic and personal growth by behavior, motivational patterns, independent work habits, presentations, parent-teacher conferences, individual diagnostic tests, teacher-made tests, school letter grades, and the development of criterion-referenced tests. A role for the federal government is suggested as being financial support and encouragement of the development of tests for assessing the performance of groups and tests for assessing the performance of individuals. Continuation of support for the National Assessment of Educational Progress is also urged. The speaker concludes with the observation that norm-referenced, standardized tests make a lie of education's often-stated concern for individual differences. (MJB) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.

In most settings, task-based language teaching and testing have been dissociated from each other. That is why this study came to rethink of the learners' views towards awareness and implementation of task-based language teaching through IELTS listening tasks. To these objectives, after sketching instrumentation, the learners were divided into IELTS-Instructed group and TOEFL-Instructed group, the former was treated through IELTS listening task with the related strategies and tips, and the latter was instructed through TOEFL listening materials. Prior to treatment, statistically viewed, a significant difference was observed between the questionnaires of teachers and learners, but after undertaking an instruction, a significant difference was observed just between the views of the teachers and IELTS-instructed group. As such, a significant difference between the performances of the two groups was revealed. The results displayed that the performance and views of the task-associated group were, respectively, increased and changed, affected by the wash-back effect of the task-oriented IELTS activities. It is hoped that this paper will be of pedagogical use for the teachers and learners enchanted to bridge the gap between task-based language teaching and task-based language testing.