Teachers' Perceptions of Standardized Achievement Tests

Abstract

As standardized achievement testing has increased in frequency and importance over the past few decades, researchers have begun to examine the validity of test scores more closely. The way that teachers prepare their students for taking these tests, as well as things they do while their students take the tests, influence students' scores and the validity of the scores. It is important to understand how teachers view standardized tests: these views may determine their preparation and administration practices. In this study, we surveyed 153 K-8 teachers to determine their attitudes about the tests: their usefulness, perceptions of how others view them, and perceptions of how best to prepare students for them. The results indicated that teachers felt negatively about the tests and many engaged in practices that threatened the validity of their students' test scores. Moreover; teachers differed in their beliefs and practices regarding standardized tests depending on their own characteristics (i.e., years of experience teaching) and their students' characteristics (e.g., race of students taught, achievement level of students). The implications of these results for education and testing are discussed.

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