ERIC Number: ED267501
Record Type: RIE
Publication Date: 1986-Mar
Reference Count: 0
Effects on Teacher Practice of a Staff Development Program for Integrating Teaching and Testing in High School Courses. Final Report.
Fielding, Glen; And Others
An attempt to improve high school teachers' integration of testing and instructional practice through inservice training failed to produce substantial results. In each of five districts participating, one high school used the intervention and one served as a control. Three science teachers were trained in each school, one as a lead teacher. Data were gathered both before and after the training period in three forms: classroom observations of teachers' practices and teacher and student questionnaires. The data generated failed to support the hypotheses that trained teachers would prove more effective than untrained teachers in (1) communicating learning goals; (2) communicating what, how, and when learning is to be assessed; (3) using tests reflecting learning goals; (4) using a variety of test formats; (5) establishing criteria for evaluating responses; or (6) providing specific feedback to students. The seventh hypothesis held that frequent use of information from unit tests would serve as a guide for planning corrective or enriching instruction. A few teachers increased their use of test results in planning correctional instruction, thus supporting the seventh hypothesis. This report describes the sample, the research methodology, and the findings, including teacher assessment of the training program's effectiveness. Directions for future efforts are suggested. (PGD)
Descriptors: Faculty Development, High Schools, Inservice Teacher Education, Instructional Improvement, Secondary School Teachers, Teacher Effectiveness, Teacher Made Tests, Teaching Methods, Test Construction, Test Use, Testing
Publication Sales, Center for Educational Policy and Management, University of Oregon, Eugene, OR 97403 ($3.00 prepaid; quantity discounts; postage will be added to billed orders).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.