ERIC Number: ED341666
Record Type: Non-Journal
Publication Date: 1991-Dec
Reference Count: N/A
Assessment Literacy: Perceptions of Preservice and Inservice Teachers Regarding Ethical Considerations of Standardized Testing Procedures. Literacy Research Report No. 12.
VanLeirsburg, Peggy; Johns, Jerry L.
The widespread use of standardized tests and the high stakes decisions made because of their scores are facts that cannot be ignored. It can be argued, therefore, that assessment literacy should be included in the training of teachers and administrators. To determine the extent of selected assessment knowledge among preservice and inservice teachers a survey of test-taking considerations, test-administration procedures, and test-wiseness strategies was sent to 130 preservice and 119 inservice teachers who were enrolled in coursework at a large midwestern university. One-third of the preservice and 10 percent of the inservice teachers had not taken any tests and measurements courses. Results suggest that both groups could benefit from additional knowledge about standardized test administration, preparation of students to take tests, and making informed decisions about test scores. Assessment literacy could be improved in courses that emphasize: (1) differences between standardized and teacher-made tests; (2) the importance of following administration procedures to ensure score validity; (3) general test-wiseness skills that may be taught to improve general testing performance; and (4) unethical practices including instruction in specific test content, using actual items from the test. At least one tests and measurements course is recommended in order to complete the teacher education program. (LL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Northern Illinois Univ., DeKalb. Curriculum and Instruction Reading Clinic.