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ERIC Number: ED335327
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Perceptions of Preservice and Inservice Teachers Regarding Test-Taking Procedures and Test-Wiseness Programs. Literacy Research Report No. 4.
Johns, Jerry L.; Davis, Susan J.
A study was conducted to address the ethical issues inherent in the teaching of test-taking and test-wiseness skills. A survey, consisting of 11 items was developed and given to 62 preservice and 133 inservice teachers. Questions were classified into 3 categories: (1) general test-taking considerations; (2) standardized test-taking procedures; and (3) test-wiseness. The general pattern of responses for inservice and preservice teachers was similar for both general test-taking considerations and some aspects of teaching test-wiseness. The two groups did not agree with the general literature on standardized test-taking procedures nor with appropriate, ethical aspects of test-wiseness programs. Implications are that both preservice and inservice teachers could profit from more knowledge about standardized test administration procedures. It is recommended that preservice reading methods courses, diagnostic reading courses, and other courses where standardized tests are considered give ample attention to the importance of following standardized test administration procedures. Inservice teachers need to review the standardization procedures given in test manuals; and both groups need a better understanding of the differences between test-taking strategies and teaching to the test. (LL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Northern Illinois Univ., DeKalb. Curriculum and Instruction Reading Clinic.