Date of Award
1988
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
Abstract
This study investigates selected Indiana school superintendents' perceptions of student evaluation using standardized and teacher-made tests. In the survey instrument used for the study, superintendents' perceptions of student testing were verified from the perspectives of their age, experience and school district location. The survey instrument also incorporated questions intended to identify participating superintendents' opinions on student evaluation with tests from their educational beliefs, assumptions, and philosophical orientations. Two hundred Indiana school superintendents were selected to participate in the study. The method of selection was the stratified random sampling technique. Responses from sixty-nine percent of the two hundred participating superintendents were analyzed by compilation and use of the chi square technique, with the level of significance set at.05. The analyzed responses showed that participating Indiana school superintendents used a variety of standardized achievement and other tests, including the California Achievement Test, Iowa Basic Skills Test and Indiana Statewide Test of Educational Progress in their school corporations. Results from such standardized achievement tests were mostly used for remediation, instructional improvement, curriculum evaluation, educational accountability and district/state student comparison. The study confirmed that superintendents were appreciative of student evaluation with tests mainly because of the utility of the resultant scores in furthering student learning. Also, the study established that most participating Indiana school superintendents tend to be behavioristic in their philosophical orientation to student evaluation using standardized and teacher-made tests. The results from the investigated null hypotheses showed that the relationships between superintendents' age, experience and school district location and their perceptions of results from standardized and teacher-made tests were not significant. The study also found that the relationship between participating superintendents' perceptions of statewide comparison of students using standardized achievement tests and their perceptions of marks students receive on teacher-made tests was significant.
Recommended Citation
Gimah, Isaac Barako, "Perceptions Of Selected Indiana Superintendents On The Issue Of Comparing Student Achievement Test Scores" (1988). All-Inclusive List of Electronic Theses and Dissertations. 2015.
https://scholars.indianastate.edu/etds/2015
