Abstract
This study was designed to collect and then to compare teachers', principals', supervisors', and testing directors' (N=484) ratings of the effectiveness of selected standardized testing program management practices in their schools. It was found that these educators, who were selected for being knowledgeable about their testing programs, rated their schools' performance in standardized testing higher than in meeting other district responsibilities. The highest rated testing practices were use of quality tests and materials, maintenance of pupil records, and use of understandable scores and reports. The lowest rated testing practices were the use of test results to evaluate instruction, availability of written policies, and use of publisher instructional guides accompanying achievement batteries. Comparatively, educators assigned to secondary schools tended to rate the testing practices lower than did their elementary school cohorts; just the ratings of the teachers differed significantly among the various job assignment groups; and the job assignment groups provided similar relative ratings of the testing practices with most Spearman Rho coefficients being +.73 or higher.
Recommended Citation
Marso, Ronald N. and Pigge, Fred L.
(1997)
"Effectiveness Testing Practices: Educators' Perceptions of the Effectiveness of Their Schools’ Standardized Testing Practices,"
Mid-Western Educational Researcher: Vol. 10:
Iss.
1, Article 2.
Available at:
https://scholarworks.bgsu.edu/mwer/vol10/iss1/2
