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ERIC Number: ED161942
Record Type: RIE
Publication Date: 1978-Mar
Pages: 38
Abstractor: N/A
Reference Count: 0
Evaluation Acceptance in Elementary School Teachers: A Construct Validation and Description of the Meaning of Standardized Achievement Testing.
Fillos, Rita M.; Magoon, A. Jon
The meaning of standardized achievement testing to 50 third-grade teachers was investigated through a construct validation procedure using questionnaires and structured open-ended interviews. Subjects were from 18 schools performing distinctly above or below prediction on the Delaware Educational Assessment Program Longitudinal Study. Multimethod-multitrait procedures show the construct, evaluation acceptance, as valid, consistent, and distinct from trait anxiety. The meaning underlying the construct has dual evaluative dimensions, unanimously salient potency dimensions, and a deficient knowledge base. Implications are proposed for teacher education, state assessment models, administrative adjustments, and research on causal influences of teacher attitudes on testing. (Author/CTM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (62nd, Toronto, Ontario, Canada, March 27-31, 1978)