"a large survey of the public's perception of heritability of intelligence in 1967 (or just before)"
"Discusses the uses and abuses of intelligence testing in our educational systems. Dr. Goslin examines teachers' opinions and practices with regard to tests and finds considerable discrepancies between attitude and behavior. He points to the need for formulation of school policies that clearly specify what role teachers are to play in the measurement process. Dr. Goslin makes several policy recommendations, stressing the idea that the measuring process must take into account many aspects of a child's background and characteristics, and must guard against premature labeling or over-categorization."
"_Teachers and Testing_ is a report of a survey of teachers' and school officials' opinions and practices in the area of standardized testing in elementary and secondary schools. It addresses itself to such questions as the extent of knowledge of school personnel about testing, the use made of test results, and the dissemination of test information to teachers, parents, and pupils. In addition to questionnaire data, the book includes the results of a survey that used an objective instrument requiring teachers to make decisions based on both descriptive data and test scores. The major portion of the study is based on samples of secondary school teachers. Smaller sections include responses of elementary school teachers and supervisors. In addition, data are given on the opinions of parents and pupils on the dissemination of test information.
The book can be considered a valuable source of the kinds of conceptions or misconceptions that secondary school personnel have about standardized testing. It reaffirms the need for more and better education in measurement, and shows dramatically that many users of standardized measuring instruments do not understand their use or intent."
Author(s): David A. Goslin
Publisher: Russell Sage Foundation
Year: 1967
Language: English
Pages: 215
Tags: education, statistics, standardized testing, teaching, childhood development, psychometrics, intelligence, criterion validity, behavioral genetics, survey, Project Talent, grading, test prep, teacher attitudes on intelligence and testing, public schooling, elementary schools, USA, SAT, attitudes towards heritability
- Acknowledgments
1. "Introduction"
2. "The Uses Of Standardized 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 teachers' familiarity and experience
4. "The Opinions Of Teachers About Tests"
-- The nature of tests and intelligence
-- 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. "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
