Teachers and Testing: A Survey of Test Use

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 teits, 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 deCisi9n making. Teachers ' attitudes toward required testing-programs were generally negative. Test use was influenced by grade level, availability of classroom aides, and years.of tleacping experience. Results of the survey indicated required standardized tests comprised a small fraction of classroom assessment activities. Curriculum-embedded tests were More prevalentNand played a larger role in instructional- decision making. They had more validity for teachers in terms of appropriateness for students and curriculum coverage. Most teach, er:training related to testing)16ccurred during preservice education. Staff development activities might increase teachers ' knowledge of new approaches to testing. (DwH) a ReproductionR supplied by EDRe are the best that can be made * * from the original document. **************************4*******************.************************.