Teachers’ assessment background and attitudes toward testing

Theory Into Practice

Volumn 32, Issue 2, 1993, Pages 113-117

  Impara, James C ^a   Plake, Barbara S ^b   Fager, Jennifer J ^c  

^a University of Nebraska Lincoln ^*

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^c SOUTH DAKOTA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010154619     PISSN: 00405841     EISSN: 15430421     Source Type: Journal    
DOI: 10.1080/00405849309543584     Document Type: Article

References (14)

1. Gullickson, A.R., & Ellwein, M.C. (1985). Post hoc analysis of teacher-made tests: The goodness-of-fit between prescription and practice. Educational Measurement: Issues and Practice, 4(1), 15–18.
2. Hills, J.R. (1991). Apathy concerning grading and testing. Phi Delta Kappan, 72, 540–545.
3. Impara, J.C., Divine, K.P., Bruce, F.A., Liverman, M.R., & Gay, A.A. (1989). Teacher's ability to interpret standardized test scores. Research report submitted to Virginia Educational Research Association, Virginia Department of Education, Richmond.
4. Impara, J.C., Divine, K.P., Bruce, F.A., Liverman, M.R., & Gay, A.A. (1991). Does interpretive test score information help teachers? Educational Measurement: Issues and Practice, 10(4), 16–18.
5. Impara, J.C., Plake, B.S., & Fager, J.J. (in press). Educational administrators’ and teachers’ knowledge of classroom assessment. Journal of School Leadership.
6. Infantino, R.L. (1976). Testing and accountability: A survey of the knowledge and attitudes of New York state secondary school English teachers. Doctoral dissertation, State University of New York at Buffalo. (University Microfilms No. 77–6143)
7. National Center for Educational Statistics. (1991). Directory of Public Elementary and Secondary Education Agencies, 1988–89. Washington, DC: Author.
8. Noll, V.H. (1955). Requirements in educational measurement for prospective teachers. School and Society, 82, 88–90.
9. Plake, B.S., Impara, J.C., & Fager, J.J. (in press). Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice.
10. Salmon-Cox, L. (1981). Teachers and standardized achievement tests: What’s really happening? Phi Delta Kappan, 62, 631–634.
11. Schafer, W.D., & Lissitz, R.W. (1987). Measurement training for school personnel: Recommendations and reality. Journal of Teacher Education, 38(3), 57–63.
12. Stiggins, R.J. (1991). Relevant classroom assessment training for teachers. Educational Measurement: Issues and Practice, 10(1), 7–12.
13. Takeuchi, R.T. (1977). Attitudes of elementary teachers toward testing: Use and abuse of standardized tests in California, 1976–77. Dissertation Abstracts International, 38, 4500A. (University Microfilms No. 7731120)
14. Ward, J.G. (1980). Teachers and testing: A survey of knowledge and attitudes. In L.M. Rudner (Ed.), Testing in our schools (pp. 15–24). Washington, DC: National Institute of Education.