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ERIC Number: ED434943
Record Type: RIE
Publication Date: 1997-Mar
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers' and School Administrators' Perspectives and Use of Standardized Achievement Tests: A Review of Published Research.
Etsey, Y. Kafui
Stakeholders and practitioners are concerned about the extent to which standardized achievement tests are meeting the general and specific purposes they were designed to achieve. Several empirical studies have been conducted to this end. This study reviews this research to determine current trends in teachers' and school administrators' perspectives and uses of standardized achievement tests. In the first step of this review, literature on teachers' and school administrators' perspectives and the uses of standardized tests was searched in the Educational Resources Information Center (ERIC) database. The second step was the selection of relevant studies. The final step involved reading and analyzing the full text of the studies. The review shows that the current attitude of classroom teachers toward standardized achievement tests appears to be negative, although administrators have more positive attitudes. Teachers use standardized achievement test results on a limited scale to make educational decisions, using the tests mainly to confirm or supplement the information they already have about their students. Administrators find standardized test results very useful, especially for curricular evaluation, communication with parents, and evaluation of school effectiveness. Recommendations for test use resulting from these findings include greater localization of state-mandated tests. School administrators should not use standardized tests to assess school effectiveness. Further studies of the perceptions and uses of standardized tests are needed. (Contains 162 references.) (SLD)
Publication Type: Information Analyses; Speeches/Meeting Papers
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 (Chicago, IL, March 24-28, 1997).