ERIC Number: ED227152
Record Type: RIE
Publication Date: 1980
Reference Count: 0
The Use, Relevance, and Appropriateness of Tests for Educational Decision Making. Final Report.
Fyans, Leslie J., Jr.
The increasing use of educational tests to establish the accountability, credibility, and viability of educational programs is paralleled with increasing criticism of the "accountability through testing" philosophy. To analyze the relevancy and appropriateness of tests for educational decision making at the school district level, three studies examined the quality of teacher judgment in test development and implementation, the utility of test information to teachers, and what components of "achievement-on-the-test" are attributable to motivational, personality, and idiosyncratic factors. Fourth and eighth grade teachers and students in the Springfield (IL) School District were administered either teacher surveys evaluating student performance and motivation on mathematics test items, or student measures of mathematics achievement-related motives. Ninth grade teachers assessed the utility of test information varied by ability, and ninth and eleventh grade teachers were interviewed regarding test information. Indications were that the role of test information is an incremental one, enhancing teacher estimates of performance; item scaling by teachers and latent trait theory are roughly similar; and, although correlations between various achievement related motives could not be determined, a substantial portion of performance variance is attributable to motivation. Appendices contain the study instruments. (CM)
Publication Type: Tests/Questionnaires; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.
Identifiers: Illinois Inventory of Educational Progress; Springfield Public Schools IL