Contents
Acknowledgments
1. Introduction
2. The Uses of Standarized Tests in Schools
The Extent of Testing
The Use Made of the Results
The Reporting of Test Scores to Pupils and Parents
The Reporting of Test Scores to Teachers
3. Experience of Teachers with Tests and Testing
Formal Training in Measurement Techniques
Familiarity with Tests
Experience in Administering Tests
Background in Relation to the Teachers' Familiarity and Experience
4. The Opinions of Teachers about Tests
Accuracy
Relevance of Tested Intelligence to Qualities Necessary for Success in School and After School
Genetic vs. Learning Components in Tested Intelligence
Testing Practices
The Number of Tests Being Given
The Weight to be Given Test Scores
The Use of Tests to Evaluate Teachers
The Use of Test Scores in Assigning Grades
Providing Pupils and Pupils' Parents with Intelligence Test Scores
5. The Role of Teacher as Test User
The Use of Test Scores in Grading
Advising Students about Course Work
Providing Students and Parents with Information about Their Abilities
Access to Intelligence Test Scores
Providing Pupils and Their Parents with Intelligence Test Information
Requests from Pupils and Their Parents for Test Scores
Pupil and Parent Knowledge of Intelligence Test Scores
The Card Sort Test
Card Sort Scores vs. Teacher Reports of Test Score Use
Card Sort Scores vs. Teacher Opinions and Background Characteristics
Card Sort Scores vs. School and Testing Program Characteristics
6. The Teacher as a Coach for Tests
Teacher Opinions about Their Responsibility to Prepare Pupils for Standardized Tests
Teacher Reports of the Extent to which They Attempt to Prepare Pupils for Tests
Student Reports of the Extent to which Teachers Have Attempted to Prepare Them for Tests
Teacher Reports of Requests to Prepare Pupils for Standardized Tests
Teacher Uses of Objective vs. Essay Tests
7. Conclusion
Teacher Training in Measurement Techniques and Theory
Opinions Concerning the Nature of Intelligence and Accuracy of Tests
Teacher Uses of Tests
Coaching for Tests
Opinions vs. Practices
Teachers, Testing, and the School
Appendices
I. Sampling and Data Collection Procedures - Secondary Schools
II. Teachers' Questionnaire
III. Testing Program Questionnaire
IV. Familiarity of Secondary School Teachers with Various Standardized Ability, Personality, and Interest Tests
Index