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Abstract
The use of standardized testing in the schools of America has become paramount due to the public's request for accountability. Survey data were collected in this study through a random sampling of Nebraska public elementary schools to determine the use of standardized group test data for improvement of instruction by classroom teachers. Principals from the sample schools were also surveyed to determine their perceptions of how test data should be used by classroom teachers. Seventy-two schools from Class I, II, and III districts in Nebraska were included in the study. The sample schools were represented by seventy-two principals and six hundred twenty classroom teachers.
Teachers reported that they were most likely to use standardized test data to: (1) determine class strengths and weaknesses and (2) as one form of diagnosis in making instructional decisions. In order to satisfactorily use test data, 16% of the teachers wanted a general inservice presentation on tests and measurements concepts and application while 14% felt they needed no inservice and 69% made no response to the question. Principals reported that teachers should use test data to: (1) determine class strengths and weaknesses, (2) to compare data with student learning capacity and (3) as a guide along with teacher observation.
Based on the data collected, principals wanted teachers to use standardized test data significantly more than teachers reported to be using test data.
Further, based on the data collected, teachers with 21-30 years and 31-40 years of experience made significantly greater use of standardized test data than those with 1-5 years. Teachers with 21-30 years of experience also made significantly greater use of test data than the teachers with 11-20 years of experience.
Lastly, based on the data collected, teachers having taken a course in tests and measurements made significantly greater use of standardized test data than those not having taken a tests and measurements course.
