Date of Award
1999
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
Abstract
The purpose of this study was threefold. First, it investigated how teachers and principals across the state of Indiana use standardized achievement test data. That is, how the use of test data influences decisions about instructional methods and curriculum within their schools. Secondly, the study investigated whether or not there is greater use of test data by educators at the elementary level (K–6) in comparison to their use at the secondary level (7–12) ofEducation. A third aspect of the study was to explore the teachers' and administrators' knowledge of standardized test terminology and basic concepts. Teachers and principals of grades 1, 2, 3, 5, 6, 8, 9, and 10 were surveyed to determine their understanding of test-related terms and data. The population of this study consisted of teachers and principals in Indiana public schools. A total sample of 900 included 300 principals and 600 teachers. Of the 900 surveys mailed, 501, or 56 percent, were returned. The results were analyzed using descriptive statistics and a t-test of independent samples. The analyzed responses showed that teachers and administrators review the results of standardized tests for making curriculum and instruction-based decisions. High percentage responses indicate that ISTEP+ data have impacted curriculum and instructional changes. The data have been used to improve student performance, identify and address strengths and weaknesses in curriculum and/or instruction, determine the need for newEducational programs and/or revise existing programs, and determine professional development needs. Further analysis finds that elementary teachers and principals place greater significance on the use of ISTEP+ data than do teachers and principals at the secondary level. Teachers and administrators at both levels also lack basic understanding of standardized test data. Given a seven-item test of terms and basic knowledge about ISTEP+ data, 63% of the overall group failed.
Recommended Citation
Sever, David Kim, "The Use And Understanding Of Indiana Statewide Testing ForEducational Progress Data By Indiana Teachers And Principals" (1999). All-Inclusive List of Electronic Theses and Dissertations. 913.
https://scholars.indianastate.edu/etds/913