ERIC Number: ED344906
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Testing Perceptions, Practices, and Malpractice: The Impact on Teachers of Court-Ordered Achievement Testing in a Desegregation Setting.
Moore, William P.
Teacher testing-related attitudes and practices were explored in the context of court-ordered achievement testing in a school district engaged in desegregation. Responses to a mail survey (the Teacher Assessment Practices Questionnaire) from 79 teachers (grades 3, 4, and 5) across 13 elementary schools in a midwestern urban district suggest that teachers engage in a large number of test preparation practices preceding mandated Iowa Tests of Basic Skills (ITBS) testing and use resulting test information for curricular and instructional decision making. Most teachers, however, report that the results of ITBS testing do not provide benefits that offset the time and costs associated with testing. Teachers also report having experienced pressure from others, inside and outside the school, to improve students' ITBS scores. Engagement in inappropriate, and at times unethical, testing practices was found to be substantially greater than had previously been reported. Unexpectedly, engagement in testing malpractice was found to be unrelated to the intensity of teachers' perceived pressure to improve test scores. Teachers who perceive greater value or benefit related to testing are less likely to engage in inappropriate testing practices. Thirteen tables present study findings, and there is a 24-item list of references. (Author/SLD)
Descriptors: Achievement Tests, Decision Making, Educational Practices, Elementary School Teachers, Grade 3, Grade 4, Grade 5, Intermediate Grades, Mail Surveys, Primary Education, Questionnaires, School Desegregation, School Districts, Teacher Attitudes, Test Coaching, Test Results, Test Use, Testing Problems
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Iowa Tests of Basic Skills; Mandated Tests; Teacher Assessment Practices Questionnaire
Note: Paper presented at the Annual Meeting of the Natio