ERIC Number: ED406423
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Mississippi Reading Teachers' Perceptions toward the Interpretation of Results from Reformed Standardized Assessment in Mississippi.
Howe, Mary E.; Thames, Dana G.
Standardized testing for large-scale assessment in Mississippi has changed to include both selected-response and performance-based formats for the past 3 academic years. The purpose of this followup study was to examine the perceptions of practicing teachers who belonged to a professional reading organization in the state with regard to this new format. The new Mississippi Assessment System (MAS), its extent, and its impact on teacher judgment, modifications to classroom instruction, and nontraditional and traditional assessment were assessed. A two-part questionnaire was developed to collect demographic data and information about teachers' perceptions. Participants were 197 teachers for kindergarten through grade 12, administrators, and university professors located throughout Mississippi. Data were analyzed using regression analyses. Quantitative and qualitative findings indicate that teachers' perceptions support the current changes in the MAS combining traditional and nontraditional formats. Participants indicated a recognition of the need for change in their classroom instruction to prepare children better for the new and more challenging test formats. The questionnaire is attached. (Contains three tables and eight references.) (SLD)
Descriptors: Achievement Tests, Administrators, College Faculty, Educational Assessment, Elementary School Teachers, Elementary Secondary Education, Followup Studies, Higher Education, Performance Based Assessment, Reading Instruction, Reading Tests, Regression (Statistics), Secondary School Teachers, Standardized Tests, Teacher Attitudes, Test Format, Test Use
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi