An investigation of teacher-student interactions during standardized testing in elementary school classrooms
Walters, Thelma Victoria
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Permalink
https://hdl.handle.net/2142/22055
Description
Title
An investigation of teacher-student interactions during standardized testing in elementary school classrooms
Author(s)
Walters, Thelma Victoria
Issue Date
1994
Doctoral Committee Chair(s)
Rodgers, Frederick A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Elementary
Education, Curriculum and Instruction
Language
eng
Abstract
This is a case study that investigated intermediate elementary school teachers' behaviors and attitudes toward the Metropolitan Achievement Test, 6th ed. (MAT6). The purpose of this study was to investigate the testing behaviors and attitudes of elementary school teachers toward the MAT6. From a Virgin Islands school district, six regular classroom fifth-grade teachers were randomly selected from three similar schools for classroom observation while they administered the MAT6 in October 1992. A total of 29 of the district's fifth-grade teachers responded to a 24-item objective and open-ended questionnaire.
Four techniques used to collect the data were: (a) classroom observations and note-taking of six fifth-grade teachers' administration of the MAT6, (b) audio recording of the teachers' administration of the MAT6, (c) interviews with the six observed teachers, and (d) survey of the entire population of regular fifth grade classroom teachers. The findings suggested that teachers believe: (a) the October MAT6 testing is too early in the academic year to evaluate students' grade level achievements, (b) the current MAT6 testing situation is only a diagnostic measure and not an evaluative tool, since there is no post testing at the end of the school year, (c) neither teachers nor students take the MAT6 testing very seriously, (d) students do not possess adequate testing skills to effectively take objective tests, and (e) students' MAT6 results might improve if test-taking skills are integrated in all content lessons, starting from the second grade.
Included are the opinions of 29 fifth-grade teachers, their suggestions for improving test preparations, and ideas on instructing specific test-taking skills for elementary school students. The teachers expressed opinions indicated that they do not possess a good understanding of the importance of standardized testing in instruction and curriculum.
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