Assessing Students: Teachers' Routine Practices and Reasoning

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Dorr-Bremme, Donald W.Assessing Students: Teachers' Routine Practices andReaioning.California Univ., Los Angeles. Center for the Studyof Evaluation.National Inst. of Education (ED), Washingto , DC.Oct 8313p.Reports Research /Technical (143) JournalArticles (080)Evaluation Comment; v6 n4 p1-12 Oct 1983

MFO1 /PCO1 Plus Postage.Achievement Tests; Criterion Referenced Tests;*Decision Making; Elementary School Teachers;Elementary Secondary Education; Grouping(Instructional Purposes); Norm Referenced Tests;Secondary School Teachers; *Standardized Tests;Student Evaluation; Student Placement; *TeacherAttitudes; *Teacher Made Tests; *Test Results; *TestUse

Some of the major findings of CSE's (Center for theStudy of Evaluation) Test Use in Schools Project are synthesized andinterpreted. The Project incorporated fieldwork and survey techniquesto answer questions about the kinds of tests teachers administer intheir classrooms, the kinds of information- teachers need from teststo make decisions about their students, and how teachers use -testinformation to make decisions. Data collected during the study aredescribed and interpreted from the standpoint of teachers' routineassessment needs and practices. The classroom teacher is seen as apractical reasoner and decision maker who makes clinical use ofassessment information to diagnose, prescribe, and monitorinstruction. The tests teachers use most frequently are those thatfit their practical circumstances: formal and informal measures theythemselves construct or seek out for the information they provide;and curriculum embedded tests that come with commercial or districtmaterials. Policy implications germane to the development of testingprograms are presented and features of a testing system that could bedirectly useful to teachers are described. (LC)

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In This Issue

Some of the major findings of CSE's Test Use in SchoolsProject are synthesized and interpreted. CSE's nation-widestudy, unded -by the National Institute of Education andconducted between 1979 through 1982, incorporatedfieldwork and survey techniques to answer such questionsas: what kinds of tests and other assessment devices doteachers administer in their classrooms? what kinds of in-formation do teachers need from the tests and other de,vices they use to make decisions about their students?how do teachers use the information as they make thesedeCiSitinS?

Don Dorr-Bremme, a Senior Research Associate atCSE, provides answers to these and related questions. Hedescribes the data collected during the study and inter-

Introduction

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U S DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RES°, IRCES INFORMATIONCENTER IERIC)

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position Or policy

prets them from the standpoint of teachers' routineassessment needs and practices. In this interpretation;which draws on ethnomethodological concepts and socio-logical studies of professional groups; the classroomteacher is seen as a practical reasoner and decision makerwho makes clinical use of assessment information to diag-nose, prescribe; and monitor instruction._ _

From this data-based interpretation, Dorr-Bremme pre-sents some policy implications germane to the develop-ment of testing programs. He describes some of the-features of a testing system which, in addition to anybroader applications that may be intended, can be directlyuseful for teachers as they go about the bJsiness of pro-viding instruction and finding out how well their studentshave learned.

Assessing StudentS: Teachers' RoutinePeadtidet and Reasoning

Donald W. DorrBremme

In the 1980's, testing issues confront educational policy-makers at all organizational levels. The nation's invest-ment in school achievement testing ;s enormous, and theamount and variety of testing continues to grow. Public ac-countability demands, mandates for min;mum competencyor proficiency testing; evaluation requirements for govern-ment-funded education _programs, and judicial decisionsdefining increased responsibilities for public schools areonly some of the factors that have fueled widespreaddebate about the nature and purposes of testing in theschools.

The quality of available tests has become_a_matter ofcontroversy (CSE, 1979; The Huron Institute, 1978). Criticshave indicted the validity -of tests and attacked them asbiased (Cabello, in press; Perrone, 1978). They have decriedthe arbitrariness of current testing practices (Baker; 1978),accused testing of narrowing the curriculum, and ques-tioned the value of today's tests for the changing functionsof American education (Tyler, 1977). Professional and ad-vocacy groups representing educators; parents, and stu-

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER IERIC).

dentS have taken positions On testing. At least one majorteacher's organization, for example, called for a morato-rium on the use of standardized tests.

In response to these challenges, advocates of testinghave asserted that tests can and do serve a variety of im-portant purposes. They have maintained that achievementtesting promotes high standards for learning; facilitatesmore accurate placement decisions, yields information forthe improvement of curriculum and instruction; and helpsthe public hold schoolS accountable.

But as testing has proliferated and controversy hasgrown, little empirical information has been available onthe assessment of student achievement e.s it is actuallypracticed in American classrooms. A small number ofstudies have indicated teachers' circumspect attitudestoward and limited use of one type of achievemeht mea-sure--!the norm-referenced, standardized test (e.g., Aira-sian, 1979; Boyd, et al., 1975; Goslin, Epstein, & Hilloch,1965; Resnick, 1981; Salmon-Cox, 1981; Stetz & Beck,1979). Another small body of research has suggested thatstudents' social performances in school settings figure

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Eva L. Baker

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EVALUATION COMMENT is published by the Center for theStudy of Evaluation, University of California, Los Angeles.CSE is the only organized federally- supported agency de-voting its total scope of work to the exploration and- refine-ment of strategies -in evaluation. -CSE was established bythe U.S. Office of Education In 1966 and is currently sup-ported by the National Instituteof Education. For 17 years,CSE has furnished the educational community_with_prodacts and research which meet the increasing requirementfor the evaluation of odutational and social action programs.

Each issue Of Evaluation Comment will discuss topicsIn educational evaluation by presenting articles on evalua7tion theory,_ procedures; methodologies_ or practices. Foreach issue of Comment; CSE will request contributions ona specific topic in evaluation from recognized experts in thefield; unsolicited manuscripts will not be accepted.

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;lames Burry, Managing EditorEvaluation Comment145 Moore HallUniversity of California; Los AngelesLos Angeles; California 90r:24

Editorial Board

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significantly in educators' judgments of students' scholas-tic competence (e:g:, Cicoarel & Kitsuse, 1963; Erickson &Shultz, 1982; Leiter, 1974; Rist, 1970). But studies such asthese have offered only brief glimpses of teachers' reason-ing and_practices in evaluating student achievement. Whatmethods and instruments do teachers routinely employ inmaking sense of how their students are doing academic-ally? How do teachers think and reason about assessingtheir StUdentS' learning? Such questions as thege havegone largely unaddressed.

In this context, the Center for the Study of Evaluation'g

Evaluation Comment Page 2

(CSE) Test Use in Schools Project has begun to providebasic, new information on ClaggrOOM achievement assess:ment across the United States. This article draws uponfindings from the project's various phases, presenting aninterpretive summary of some practices and_kinds of rea-soning which teachers routinely employ as they evaluatetheir students' achievemeht in the basic skills. First, how-ever, the research itself will be briefly reviewed:

An Overview of the Test Use in Schools ProjectConducted from 1979 through 1982 (with some secondarydata analysis still unoerway), CSE's test use research pro-ceeded from brbad definitions of test and testing. It encom-passed a wide range of types of formal assessment mea-sures, including commercially produced norm- and crite-rion-referenced measures; tests of minimal comPetency_orfunctional literacy; and district-; school-; and teacher-con-structed tests, Less formal_measures_ for gauging studentachievement; such as teachers' observations of and inter-actions with learners, were included as well. Within thisbroad domain; inquiry focused on achievement assess-ment practices and uses in Reading/English and Mathe-matics as carried out in public schools at the upper-elementary and high Stribbl leVelS.

During the project's first year of exploration and plan-ning, COmprefieriSiVe, semi structured interviews were con-ducted in nine schools, three each in three school districtslocated in different states and geographic regions of thecountry. The districts and the elementary and secondaryschools visited varied in size and demographic setting:Each of the interviews lasted about an hour and focusedon assessment practices and uses of test results in thebasic skills subjects mentioned abbVe. Included amongthe interview respondents were 44 classroom teachers (22elementary and 22 secondary), as well as principals, depart-ment chairpersons; counselors; and instructional special-ists. Their remarks were tape recorded, transcribed, andcoded using inductively developed categories.

Also during the first year, data collected in an earlierCSE study of testing and test use (Yeh, 1978) were reana-lyzed. These data were gathered by self-administered ques-tionnaires in 19 schools in five California school distritts;some 256 teachers in grades K-6 responded:

A literature review accompanied the two exploratory re-search efforts in the project's first year.

In the project's second year, these activities informedthe design of a nation-wide survey of teachers and prm-tipals. Survey recipients were drawn in a multi -stepprocess. First; a nationally representative sample of some114 diStrittS was selected. This sample was stratified onthe basis of district socio-economic status, enrollmentsize, minimum-competency testing policy; urban-sub-urban-rural locale, and geographic region of the country.From within these districts, size permitting, twoelementary and_ two high schools were randomly chosenusing a procedure that facilitated (where possible) in-clusion of schools serving both higher- and lower-incomepopulations: Finally; in each of these schools; principalsreceived directions for randomly drawing fbur teacherS forinclusion in the study. The principal and each of the fourparticipating teachers received questionnaires thatelicited detailed information on individual and schoolassessment practices as well as on related contextual andattitudinal data.

Returns were obtained from 220 principals, 486 upper-elementary teachers, and 365 high school English andmath teachers. (The overall rate of return was 54% of thedesired 2,000 respondents.) To correct for differential ratesby stratification sampling cells and to approximate a na-

tionally representative distribution of respondents,weightings were applied in all analyses:

Finally; while the first two years of the project focusedon testing practice8 and the uses of assessment results;the_third year concentrated on testing coStS. Case studyresearch produced portraits of the direct and indirectcosts of basic skills testing in two schoOl districts (onelarge and urban;_another_small and suburban); includingdetailed descriptions of the testing costs in one elementart' school within each district.

Major findings froth the TeSt Use in Schools Project areavailable in a number oftechnical reports and articles._Inaddition to the Yoh (1978) study cited earlier; Lazar-Morrison and others _(1980) have_ presehtedine mainthemes identified in the review of test use literature: Majorfindings of the exploratory, first_ year_ interviews have beendiscussed by Burry; et al: (1981y _Burry; et al. (1982) andHerman and D-Orr:Bremme (1983) have deStribed andanalyzed some of the early survey results, And the casestudieS of testing costs appear in Dorr- Bremme, et al.(1983),

This article elaborates on these early project reports bysynthesizing_ and interpreting findings from the reanalysisOf Yell'S (1978) data, from the project's first year in-terviews; andfrom the national survey. It draws on con-cepts from ethnomethodology (Garfinkel,. 1967; Mehan &Wood, 1975) and from sociological studies of professionalgroups to describe and analyze how teachers _routinelythink about_ and carry out the assessment of Studentachievement:

The iridings: FloW Teachei-S ROUtinel9 Thinkand Act in Assessing Student Achievement

How do teacherS routinely think and act in assessing stu-dent achievement? In answer to that question, the findings

Table

of the CSE Test Use Project suggest that teachers thinkand act both as practical reasoners and decision makersand as clinicians. That is, as they go about the business ofdetermining how the students in their class(es) are doingacademically:

They orient their assessment activities to the practi-Cal tasks trey have to accomplish in their everydayroutines and do so in light of the practical contingen-cies and exigencies that they face on the job:And as they do, they make sense of students' aca-demic performances clinically. They take into acountall the "data" at hand "in thiS partitUlar situation."Then they interpret that data based on what "every-one" Whb is a member of the world of educationalpractice knows about what things mean and howthings work in classrooms.

--;-That teachers do think and act in these ways when theyare carrying out student assessment is evident in the fol-lowing Test Use Project findings.

(1) In interviews, teachers report their uses of test re-sults as serving most heavily the functions that aremost central to teaching-as-practiced.

In the on-site interviews, teachers were able to de-scribe with minimal constraints how they used test resultsand information from other assessment techniques. Thepurposes they _most frequently cited werethose that con-stitute their most essential; routine work: deciding what toteach and how to teach it to students of different achieve-ment levels; keeping track of how students are progress-ing and how they (the teach-eft) can appropriately adjusttheir teaching; and evaluating and grading students ontheir performance (see Table 1). Clearly, these are the day-to-day routines of teaching.

Less frequently, respondents mentioned using assess-

1

Types of Tests and the Uses of Their Results (Interview Data)(Cells show the number of times the 44 'interviewed teachers freely cited each use for each type of test)

TEST TYPES

Uses

zee

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Ob .7;._AON

xso eik Nsobt c.,c,c, 4b AT,N. t,C0 ve)

,ba 00

04

\t -eC) 0

Planning Instruction 13 10 3 4 2 3 24 2 21 82

Referral/Placement 11 0 0 1 0 2 3 0 6 23

Within Classroom Grouping 4 18 5 3 6 6 14 61

& Individual PlacementHolding Students Accountable

for Work; Discipline8 13

Assigning GradeS 1 17 1 32 8 66

Monitoring Students' Progress 0 14 4 0 0 2 18 12 51

CounSeling & Guiding Students 3 0 2 0 6 0 10 1 6 22

Informing Parents 0 0 1 0 0 0 0 0 1 2

Reporting to District Officials, 0 1 2 3 6

School Board; etc:Comparing Groups of Students, 1 0 1 3

Schools, etc.Certifying Minimum Competency 0 0 0 1 0 0 0 1

Total Use 33 63 19 10 3 16 101 11 74 330

Explicit Statements of Non-use 10 0 0 2 7 1 0 0 21

TOTAL CITATIONS 43 63 19 12 10 17 101 11 75 351


ment results in deciding to reier studerits who needspecial instruction and to counsel; advise; and direct stu-dents. These are important teaching responsibilities, butones tnat serve to support or facilitate more basic instruc-tional work.

Use of test results in such tasks as comparing groupsOf students and reporting to people at higher levels of theschool aad distriot organizational hierarchy were rarelymentioned by teachers. 'hese uses of test results are notin themselves Linimportdo.. The reporting of scores to theschool board, for instance, may be of considerable mo-ment for superintendents or even principals. Comparingachievement across classrooms or schools is of centralconcern to district administrators and program coordina-tors: And these reports and comparisons may ultimatelyaffect teachers' daily professional lives. It is not that theseactivities are inherently:trivial; then; that makes them.non:salient for teachers: it is their remoteness from teachors'routine tasks that makes them so.

(2) The means of assessment on which most teachersrely most heavily _are those which facilitate theaccomplishment of their routine activities under theexige;rcies they face.

Reanalysis of data from the earlier CSE test use study(Yeh, 1978) found among 256 elementary school teacherssurveyed that of all the tests they gave to their students,teacher-made tests figured more heavily than others inteachers' classroom decision-making. The reanalysis alsodiscovered that for assessing stu_3nt progress teachersrelied heavily on interar.trons with and observations ofstudents.

On-site interviews supported and elaborated these find-ings. The 44 teachers interviewed volunteered (collectively)351 uses for nine types of assessment techniques. (Again,refer to Table 1.) They reported more uses (101) and morekinds of uses for their own, self-constructed tests andmajor assignments, e.g., essays, reports, etc., than torany other assessment type. Uses for other; less formal;teacher-developed strategiespeer evaluations, oral exer-cises, conferences with students, consultations with stu-dents' former teachers, etc.were mentioned next mostfrequently (74 times); followed by curriculum-embeddedtests available commercially or constructed by the localschool _districts (63 times). Furthermore, for schools ineach of the three districts studied, the aforementionedtypes of assessment were those in which students spentthe greatest proportion of their total assessment time.

National survey results dramatically confirmed the gen-erality of Yeh's (1978) and the project's first-year; fieldworkfindings for both elementary and secondary teachers.Teachers were asked to rate information from varioussources jtests and others) as crucial, important, somewhatimportant; unimportant; or not available for conductingfour routine decision-making activitiesinitial planning,initial student grouping, grouping changes, and givinggrades. For initially grouping or placing students in a cur-riculum, for changing students from one group or curric-ulum to another, and for assigning grades, nearly everysurvey respondent reported that "my own observationsand students' classwurk" was a crucial or 1.-nportantsource of _information. (See Tables 2 and 3.) The greatmajority of respondents also indicated that the results ofthe tests they themselves developed also figured as

Table 2

Elementary Teacher Uses of Assessment Information for Different Decision-making Purposes(Percentages of teachers suiveyed reporting use of this information as crucial or important for the specified purpose)

Planning Teaching Initial Grouping Changing a Student Deciding onat Beginning of or Placement of from One Group or Students' ReportSchool Year Students Curriculum to Another Card Grades

Source/Kind of Information Reading Math Reading Math Reading Math Reading math

Previous teachers' comments,reports, grades

57 52 62 55

Students' standardized test scores 57 54 57 52 55 53 17 16

Students' scores on district con-tinuum or minimum competencytests

51 47 50 45 45 39 20 18

My previous teaching experience 94 94 x x x x

Results of tests included withcurriculum being used

78 67 83 82 75 77

Results of other specialplacement tests

61 56 x

Results of special tests developedor chosen by my school

x x x x 56 52 42 42

Results of tests I make up x 80 86 78 85 92 95

My own observations and students'classroom work

x x 96 97 99 99 98 98


Table 3

High School Teac;;er Uses of assessment information for Different Decision-making Purposes(Percentages of teachers surveyed reportir g use of this information as crucial or important for the specified purpose)

Plann.ng Teachingat Beginning ofSchool 'tear

Initial Groupingor Place,nentStudents

ofChanging a Studentfrom Goo GroupCurriculum to

orAnother

Deciding onStudents' ReportCard Grecies

Source/Kind of Informatior. English Math English Math English Math English Math

Previous teachers' comments;rep,rts, grades

28 29 34 40 x x x

Students' standardized test scores 47 29 49 30 62 39 12 8

Sturien's scores on district con-tmuum Dr minimum competencytests

48 30 47 36 53 36 9 5

My previous teaching experience 99 97 x x x

Results of tests included withcurriculum being used

45 35 43 44 31


42 26 X x

Results Of special tests deVelbpedor chosen by my school

50 31 28 34

Results of tests I make up 87 77 92 91 99 99

My own obser.atibhS and StudehtS'classroom work

99 93 99 97 99 95

crucial or important in these same decisions. And manyelementary school teachers also responded that the "re-sults of tests included with the CUrricUlUM beingfigured heavily in their planning for their teaching and inplacihg and changing the placement of students. Far lowerpercentages of teachers rated the other types of informa-tion liSted as crucial and important in carrying out any ofthe three activities.

Looking over all these findings, it is evident that thetypes of assessment that most teachers rely upon mostheavily have three characteristics in common:

Immediate accessibility: teachers cao give themwhen they choose and see the results promptly.Proximity between their intended purposes andteachers' practical activities.Consonance, from teachers: perspectives, betweenthe content they cover and the content taught:

Each of these features responds to the exigencies ofteacherS' practical circumstances.

Teachers must accomplish their instructional workihitial planning, distributing students, teaching, continuedplanning, evaluatingwithin a temporal structure toWhibh are attached normative expectations. Teachingunits, marking periods, semesters, school yearstheseand other divisions of school time each have inherentpoints of closure. By those end-points, given amounts oflearning are expected to be accomplished: Thus; timepresses; teachers and their students must '_'progress;::decisions most often cannot wait (c.f. Jackson; 1968;Sarason, 1971; Smith & Geoffrey, 1968).

Not only is teaching time rapidly moving, it is also veryfull. Teachers interviewed during_both the exploratoryfield7work and the third-year costs study were asked to detailthe time they spent on various -job- related activities in anormal school week: When their estimates were- aggre-gated, elementary teachers' estimates averaged 357 hotirta year spent outside the classroom; or about nine hourseach week during the schoolyear. High school teacherS, onthe average; seemed to be spending 600 hours a year; orabout 15 hours a week on job-related tasks outside theclassroom: And; of Course; classroom time itsel' is con-stantly busy. ThiiS, reatheta use means of 88Se-8Si-tientthat are immediately accessiblethat can he employed at.the appropriate moment in the flOW of on-going instruc-tionand for which results are quickly available.

Teather8 also operate in an environment of accounta-bility and concern. The decisions that they make matter, invarying degrees, to students' educational futures and lifechances. Minimum competency laws --as- well as courtsuits filed for "failure to educate," testify to the socialpressures that bear upon teachers. That teachers edcb0=size these pressures and strive to act with consonant con-cern and effort is evident Lortie, 1975). Thus, teacheituse assessment techniques that in their perspective accu-rately--measure what has been taught, that measure theeffects of the instruction that they believe they have given.And in response to both time and accountability demancs,as well as to their own concern with assessing accurate y,they employ measures that they believe match With theroutine activities that they; as classroom teachers; mustaccomplish.

EvalUation Comment Page 5

Teachers' deterMihatibb of which particular tests orother assessment techniques meet these last two criteriais routinely a prattital matter, not a -scientific" or techni-cal one. That is; teachers tend to use and consult the re-sUltS of whatever measures are present in the setting andpurportedly relevant for the purposes at hand. If such atest is unavailable and a practical reed is perceived forone, teachers feel competent to construct it. The appro-priateness of these procedures _IS continually reaffirmed"reflexively" (Mehan & Wobd, 1975, p. 8ff.) in the recurrentinteractional activities of everyone involved in the world ofschooling

Throughout the interviews conducted in the first andthirdyears of research, teacher comments on the technicalproperties of tests were; with only a handful of exceptions,notably abSerit. Routinely present were remarks which tookfor granted_ the technical adequacy of tests and,simultaneously, treated their practical features_ as mattersof primary_ interest. Thus, both the reanalysis of Yeh's (1978)data and the fieldwork found that teachers frequently usewhatever tests come with their curriculum fbr placement inthat curriculum: Similarly; they most often employ self-constructed and curritulurn-eMbedded unit tests forassessing performance on a unit and (ultimately) forgrading_ studentS The exploratory on -site visits alsodiscovered heavy ige by i.istru_ctional specialists (remedialreading teatherS, teacherS of the learning disabled; etc:) ofreadily available normed diagnostic tests, e.g., the SucherAllred Reading Placement Inventory and the BergantzInventory of Basic Skills, for diagnosing ihdiVidlial learningproblems and developing inuividualized _programs. Thatsuch tests were labeled as appropriate for use in theSetasks led to their use in accomplishing these tasks. Andsimultaneously _and reflexiVelY, their use in accomplishingthese tasks reaffirmed the apn:opriateness of their labels.'

In summary, the assessment techniques teachers usemost -teacher-made tests and assignments, curriculum-embedded tests, and especially the phenomenological data

on students' performance that teachers gather everyday inthe classroom respond to the practical exigenciesteachers face and the_routine tasks they must accomplish.Ahd in their use of these means of evaluating studentachievement, as well as in their selectibh of particularmeasures; teachers reveal themselves as practical rea7soners and decision makers in their everyday professionallives.

(3) When test results are differentially important TO-r.teachers, their importance varies with their re-sponsiveness to_the practical exigencies that sur-round the task at hand.

As Tables 2 and 3 display, teachers rarely find Stan:dardiZed test results important in deciding on students:report card grades. Substantially greater proportions ofteatherS, however, report that they do give these test re-ults consideration when it comes to planning

their teaching at the beginning of the year. Standardizedtest scores also f( gure as crucial or important for manyteachers as they go about the business of distributing andre-assigning students to instructional groups and curricula.

In the context of grading; standardized tests have char-acteristics that are exactly It e opposite of those assess-ment results that most teachers r:Iy on most heavily. Theclassroom teachers interviewed, for instance, complained

'ThiS is not to suggest that the educ_atcwrs in question neverabandoned one test in favor of another. But when they did so; itappeared to be on _practicalgrounds, i.e., when it was perceivedthat the test recurrently "didn't work'' for accomplishing the taskthat had to be done.


that standardized test scores for their current classes)arrived in their hands too late in the school year to be of anyuseln many cases, teachers never got them fbr the presentyear's StUderit8; their results arrived the following fall. Manyinterviewees also noted that the scores provided littlediagnostic information; others pointed out that the contentof such tests overlapped only partially with what they wereteaching. As they are usually scheduled and employed,then, standardized tests laCk immediacy of accessibility.Their purposes are not perceived as proximal to_teachera_everyday tasks. (As one respondent put it, "they're forcomparison; not diagnosis of my kids' weaknesses andstrengths ".) Ahd many teachers perceived a poor fitbetween what they teach and what standardized testscover.

Nevertheless, in the context of another activity, moreteather8 find results of standardized tests useful, At thebeginning of the year, teachers can drop into the office andCheck the standardized test scores of their new class(es) asthey plan what to teach and how to pace their teachingthrough the opening weeks of the year or semester. Andwhere standardized tests scores are reported on the classrosters that teachers receive at the beginning of the newyear, some teachers interviewed said that they skimmed thescores; noted those that deviated s-arply from_mostotherscores on the liSt, then visited counselors to check on theplacement of the students in question, Thus,dependin_gonthe context i.e., on the activity at hand and the range ofinformation availablethe scores of a_given type _of testmay or may not meet teachers' practical needs. In thosecontexts where_they do, teachers take them into account. inthose contexts where they do not; teachers generallydisregard them.

The points made in the foregoing discussion addfurther detail to the portrait of the teacher as practical rea-soner and decision maker.

Given the way the teacher's everyday world is orga-nized; standardized tests are often impractical_ as sourcesOf information. The scores they provide cannot be used inthe work that constitutes day -to -day teaching trackingstudents' progress through units: adjusting instruction tofit on-going achievement, assigning grades, etc. But whenpractical circumstances allow and occasional practicalneeds arise, teachers do treat standardized_ test resultsas important information. Thus, viewe"4 from within "theworld known in common and taken for granted" byteachers teachers' demeanor toward a d actions regard-ing standardized test scores make pray cal sense:

(4) Teachers' expi cit comments or tests and testingorient to the routine tasks and practical circum-stances of teaching.

The above evidence substant;ating_the concept of theteacher as practical reasoner and decision maker is basedon what teachers say that they do in using tests. A slightlydifferent form of evidencewhat teachers report that theybelieve and thinkratifies the same concept. In the field-work interviews; teachers' remarks repeatedly called atten-tion to their need for tests that are immediately aCces.7ible, that are consonant with the material taught, and thatproduce results that are of value in light of the routinetasks they confront everyday. The following quotations arcillbStratiVe of theSe points.

The (standardized test) is almost u-eless in thespring, which is too bad, because I feel there is somevaluable information there; progress and growth. Butwe get the score the last week of school.That computer-processed data (on district, objective:based tests) can really be used with those kids that

need help. It does a better job of identifyingstudentsand student need8 ... I can now say 'the kid needs towork on objectives 2; 3; 5; and 9.'I don't feel we need to test, test, test; but if theinformation is something I can use to prescribe in-struction, then I don't really mind giving it:In math, you know, it's a g_ood idea to keep them(tests) in my class: As long as testing stays in mathclass it seems like it fits in, 'cause tests are part oftaking math. .

In my ClatS. I like to use the criterion- referencedtests of basic skills.. The tests are geared to certainbaSiC Skill8 the boOk's developing vocabulary, spell-ing. and writing.I don't use (the district reading tests) unless thereare resultsthat completely throw melike someonewho usually does a good job completely_ bombed:Then I'll do something about that, try to find someextra work to go over it.

The orientation to assessment 'for all practical pur-poses that emerges in these fieldwork interview remarksalso appeared in the reanalysis of Yeh's (1978) data_ There,on a five point rating scale where 5 = "very important,"teachers rated_ the following considerations for selettingtests as high: test material is similar_ to what I presentedin class tx 4.5); the test has clear format 4.4); thetest is simple to administer and /or score (R = 4.2). Thesepractical matters in testselection are consonant with pat-terns of teachers' .concerns and actions as reportedthroughout this section.

Finally;.a slightly different dimension of teachers'_ prac-tical orientation to assessment appears in survey re-sponses to attitude questions. On the survey_question-naires, large majorities of both elementary grade teachers(73 '.J) and high school English and mathematics teachers(80° and 93°:6, respectively) agreed that "testing motivatesmy students to study."

(5) For given activities and decisions teachers mostoften use the results cf various_types of assessmenttechniques collectively in a "clinical.' way.

The on- site interviews indicated that teachers most of-ten consider the results of several types of assessmenttechniques in carrying out a particular_task._Of the 351instances in which teachers interviewed cited their usesfor particular test scores and otherassessment results, in237 cases the score and results were used as one of manyinformation sources (see Table 4). Reanalysis of Yeh's(1978) research discovered the same phenomenon. In bothpieces of planning research, it also became evident thatteachers often revise decisions made on the basis of test

scores in light of their ongoing experience with children inthe classroom: Other research reborts similar patterns_ofaction by teachers (e.g., Airasian, 1979; Cicourel & Kitsuse;1963; Leiter; 1974; Salmon-Cox; 1980; Shumsky & Mehan,1974).

Once again; the results of the national survey subStan-hate these earlier findings:This is indicated in the distribu7tion of survey responses to thosequestiOn8 that askedteachers to report on the importance of different types ofassessment_ information. (Refer to Tables 5 and 6.)Extremely high proportions of both elementary and sec-ondary teachers reported giving at least some importanceto each type of information listed under three of _the deci-sion-making activities previously discussed: initial plan-ning; initial grouping and placing_ of students for instruc-tion, and reassignment of students to different groupingsand curricula. One need not examine the_response_ pat-terns of individual ceachers, then; to ascertain that thevast majority of them take a wide variety of kinds of aS-8-F,Srrient information into account in _ making each ofthese three types of instructional decisions. A glance atTable 7 shows more: Not only do survey respondents indi-cate that they consult several sourcos of information onstudents' achievement in making a particular instructionaldecision, they alSb report thinking that n l'&:ny kinds of as-sessment techniques give them crucial and/or importantinformatibri fOr that decision.

Put another way; it does not seem as if teachers basetheir deCiSiOriS primarily on one kind of assessment infor-mation. then look to others merely for confirmation or theSake of form. Rather, they appear to weigh various kinds ofdata on student achievement collectively and to makesense of what it means more-or-less holistically. If this isthe case, it is apractice typical of clihical professions. Thesociologist Homans (1950) long ago pointed out:

Clinical science is what_a doctor uses at his patient'sbedside. There, the doctor cannot afford to leave out ofaccount anything n the patient's condition that he cansee or test ...!t may be the clue to the complex ... Inaction we must always be clinical. An analytical sci-ence is for understanding but not for action.

More recently Friedson (1970) has outlined other featureSOf what he calls the "clinical mentality," Noting withHon ins that the aim of the clinical practitioner is notknowledge but action;" Friedson goes on to point out thatthe clinician

cannot suspend action in the absence of incontro-vertible evidence or be skeptical of hithself, hiSexperience, his work and its fruit:

Table 4

Overall Patterns of AssessmentResults Use: interview Data

Sole Source ofInformationConSulted

Functional Importance

One ofSeveral Major

SOUrCeS

One ofMany

Sources

Verifi-cation NotSource Used Total

Instances 18 65 237 10 21 351Mentioned by44 TeatherS (5.1%) (18.5%) 67.5%) (2:8%) (6:0%) (100%)


Table 5

Percentages of Elementary Tcacher Respondents Indicating Use of Inform ltIon as"Somewhat Important ;" "Important;" or "Crucial" for Each Task

Source/Kind of Information

PreviOus teachers' comments,reports, grades

Students' standardized test scoresStudents' scores on district con-tinuum or minimum competencytests

My previous teaching experienceResults of tests included withcurriculum being used


Results of special tests developer'or chosen by my school

Results of tests I mai:3 upMy own observations and students'classroom work

Planning Teachingat Beginning of

School Year_

Changing a Student Deciding onInitial Grouping from One Group or StUdents' Report

of Students_ Curriculum to Another Card Grades -

93

92

92

100

x

x

x

_

is_Thus, Friedson continues, "the clihician s prone in time to

trust hie own personal first-hand experience" (c.f. Becker;et al., 1961) and to be "particularistic," emphasizing theuniqueness of individual cases, The clinical rationality,then, "is particularized and technical: it is a method ofsorting -the enormous mass of concrete data confrc;:t.i7,9[the practitioner] in individual cases" (Friedson, 1970, p.171).

This same mentality is evident in teachers' roJtine re-liance upon and primary trust in their_personal interactiveexperience with children in the classroom; as well as intheir tendehby to treat many types of assessment data asequally relevant. The clinical mentality is also evident inmany interviewees' explanations of why the reSUlt8 of onetest or one type of testor even of tests in generalcan-not b9 trusted without reference to everyday eVidehCe.

I don't rely heavily on a lot of the test scores becauseI find that ... some students are test takers andothers are not ... some students can handle theformat, the time limit, (but in many cases) StUdehtsare capable of more than the test scores show.I hate to say it but I'd say abbUt a third of theSe stu-dents don't give it their best shot. They feel there'snothing in it for them. There's no grade for it there'sno use for itso they don't care.If I see there are certain kids having trouble I maylook at their folders and firv." out (more) about them.But I try not to be swayed by somebody else's judg-ment... I may get more out of them by what I'm te!i-ing them and trying to motivate them to do betterthan they've ever done before.


75

91

91

98

96

x

96

99

x x

89 43

90 55

x

97

x

93

x x

96 81

97 99

100 100

You can't count on a score on one test too heavily.The kid could be sick or tired or just not feeling up todoing it that day. Maybe his parents had a fight thenight before. Maybe he doesn't test well.

'6.;-iberS of other respondents voiced equivalent opinions.Similar reasoning appeared when teachers' opinions of

the factors which can influence test scores were elicited ina clk.,sed-end format in Yeh's (1978)_ questionnaire study:On a `iVe pout rating Seale (where 5 = "oreat influence"on tesi scores), among the factor; for which teachers ratedinfluence as 3.0 or higher were the fell-Owing: StUdenta'tes,-takiig (k = 4.4); test directions, content, format,ph,,sical characteristics, student motivation (R 7-= 4.3);unusual circumstancesspecia! activities, distractions (k= 4:2); and parent interest (k = 3.0). Teachers' belief thatparticularistic features of the test, the testing situation,and the students can and do mediate test results and theirappropriate interpretation is reflected again here.

Part of what "everyone knows" in _the world of educa-tional practice, tnen, is that studentS' vary as test takersand that a variety of situational factors can influence stu-dents' test performance. Better. theh to rely on a variety ofsources of informationespecially one's day-to-day, first-hand observatiOns of and interactions with the individualacross a variety of recurrent performance settings in theclassroomand to make sense of all the data at hand "inthis situation' in light of one's practical knowledge andone's clinical experience,' or so teachers apppear toreason.

Summary

A varety of routine tasks constitutes the world of teach-ing as-precticed: Teachers must accomplish these tasks ina context characterized by recurrent time limits, others'demands for high performance and accountability at thosededolines. and teacherS' own concerns with providing ef-

fective and appropriate instruction. These features of theworld of teaching-as-practiced impinge upon teachers'testingpractices and test use. Teachers' reasoning anddecision making about assessment and its uses are struc-tured by and oriented to their practical circumstances.

The purposes for which teachers use assessment re-sultt most often are those inherent in the most centralactivities of teaching as it _is practiced. determining whatto teach and how to teach it in general and to various_classmembers tn_ particUlar, determining from day to dayWhether what they teach is being learned and adjusting in:structionas necessary to be sure it is; and giving studentsgrades so that they and their parents will know_ how theyare doing. The role of the teacher includes other; optionaltasks and responsibilities. But especially in view of thecur-rent ethOs of meeting individual learners' needs; the cen-tral activities cited above are the essential, constitutiveactivities of classroom teaching: For those purposes lessintimately connected with the central work of teaching,

Table 6

Percentages of High School T eacher Respondents Indicating Use of Information"Somewhat Important," "Important,- or "Crucial" fOr Each Task

Source/Kind of Information

Previous teachers' comments,reports; grades

Students' standardized test scoresStudents' scores on district con-tinuum or minimum competencytests

My previous teaching experience

Planning Teachingat Beginning of_School Year

Initial Groupingof Students

Changing a Studentfrom One Group or

Curriculum to Another

Deciding onStudents' Report

Card Oracles

24

26

x

71

77

78

100

75

76

78

86

83

Reults of tests included withcutricului. ueing ijod

x 83 87 68

Results of other specialp'3cement tests

x 80

Results of special tests developedor chosen by my school

x x 84 61

R-asuits of tests I make up 97 98 100

My own obE-rvations and studentS'classroom work

99 100 99

?Perhaps the data and the analysis presented here explain why anoverwhelming percentage of teacher survey reshondents; at boththe elementary and secondary levels, agree that minimum car,.potency tests should be required of all students for promotion atcertain geade leVelS or for high school graduation fin agreement:elementary teachers, 58%; high school English and mathteachers, 8i,N anr 90% respectively), while sith.iltaneouslyagreeing that teachers shoulo not -be held accountable for stu-dents' scores on minimum cop stency or standardized achieve-ment tests, (Agreeing that teachers should not be held account-able: 75% of the elementary school teacher respondents and61% of both hign school English and high school math teachers.)

1 fJ

use of assessment results seems to occur less f.-eguently.Action, in the "world -known -in common and taken forgranted" by teachers; is oriented to and constrained by theorganizational features of daily classroom teaching.

The tests teachers use most frequently are those thatfit their practical circumstances: formal and informal mea-sures they themselves construct or seek out for theinformation provide; curriculum - embedded tests thatcome with commercial or district materials. These are im-mediately icuassible, proximal in intended purpose to thetasks teaclers must accomplish, and content-consonant


Tzible 7

Pe-centaue, of Teachers Who Report Considering Many Types of Assessment informationCritical /important for Given Activities

Planning Teachingat_Beginning of

School Year

Initial Groupingor Placementof Students

Changing Groupingor Placement

Deciding onReport Card

GradesNumber of Sources of Information 4 7 6 6Given in Question on Survey

Number of Sources Defined as "Many"for Purposes of This Analysis

4

Proportion of Elementary TeachersWho Indicated That at Least ThiSMany Sources Functioned as Criticaland/or Important for the Given Activity

50% 71% 62% 40%

Proportion of High School TeachersWho Indicated That at test ThisMany Sburces Functioned as Criticaland/or Important for the Given Activity

33% 47% 49% 20%

with the material taught: The farther removed from thesequalities that tests and testing features are, the less will-ing teachers are to give them or to consider their results asimportant.

The way in which teachers use tests follows from theirpractical understandings of the 'scenic features" of theirworld. They recognize7-tacitly, in their actions and oftenexplicitly in their wordsthat performance varies withcontext and that many "readings" of student achievementare better than few: Thus; they most often use results frommany assessment types collectively to accomplish givenpurposes. Their immediate; recurring experience with chil-dren often overrides scares from paper-and-pencilinstruments.

Teachers' comments about tests and testing confirmtheir_ orientation to the practical business of getting every-day tasks done in time and done well. They speak of theneed to diagnose; prescribe; and assess efficiently and ac-curately: They talk of the need for test dfrections andformats that are clear. And they comment practicallyabout the need to consider "extenuating circumstances,"to pass on information "which is meaningful toeverybody;" and the like:

Some Implications for Local Policy and Practice

If testing programs are to be useful for teachers andused in classrooms, they must take into account teachers'routine thinking and practices in assessing students'achievement. American educational organizations(schools, school districts, etc.)_havebeen called "looselycoupled systems" (c.f., Deal, 1979; Meyer & Rowan, 1578;Montjoy & O'Toole, 1979). Schooling in the United Stateshas been described as "pre-industrial a cottageindustry" (Dawson, 1977): And teachers in classroomshave been likened to "street-level bureaucrats" (e.g.,Weatherly _& Lipsky, 1977). These similes call attention tothe relative autonomy of the classroom teacher in a multi-leveled decision-making hierarchya hierarchy in whichparticipants at each level have interests and concerns that


only partially overlap, only sometimes coincide. In such asystem; innovationsuch as the introduction of a newtesting programtends to be more enduring not when it isimposed from the top down; not when it is generated fromthe bottom up, but when it is planned and implementedconj_ointly by participants at all levels (Berman & Mc-Laughlin; 1978):

Conjointly planned programs should incorporatefeatures which are important to teachers: Our results indi-cate that teachers favor tests that are:

(1) proximal to the everyday instructional tasksteachers need to accomplish: planning their teach-ing, diagnosing students' learning needs, monitoringtheir progress through the curriculum-as-taught;placing students in appropriate groupings andinstructional programs, adjusting their teaching inlight of students' _progress, and informing parentsand others about how students are doing;

(2) consonant; from teachers' perspectives; with thecurriculum that teachers are actually teaching;

(3) immediately accessible_ to teachers;so that teacherscan give them to students when the time seemsappropriate and have results available promptly;

(4) designed to include a variety of performance "con-texts," i.e., different types of response formats andtasks:

Many districts' and schools') testing programs fail tomeet these criteria in one or more ways. When they do,they become simply an extra burden for teachers, Instruc-tional time is taken up in testing, but there are few con-comitant benefits for teachers or students. In other cases;districts (and sometimes schools) hope to meet the abovecriteria by developing sets of tests oriented to local curri-cular objectives. But the Test Use Project's interviews andfieldwork indicate that in many cases these objectives-based tests only seem to meet the criteria listed above:Thus, the experience of one district studied by the projectmay F rovide a useful example of how those criteria can bemet.

11_

A case in point. The mid-western district in question(enrollment about 5;000) did not have vast resources.Nevertheless, it involved teatherS during the school yearand especially during the summer in building curricula andtests to accompany them. Teachers participated in sub-stantial numbers. (And at the elementary level, they werethe leaders of cross - grade -level teaching teamsleaderschosen by their colleagues.)

The emphasis in these recurrent projects was_on curri-cular objectives and instructional materials. An effort wasmade to _select objectives and design materials thatteachers found appealing and used. Re_peateo revisions ofinstructional materials and goals in light of teachers' criti-cisms were part of the process. Tests were designed to fiteach curricuturne--tests that met teachers' routineteaching needs. Thus, the curricular packages includedpl icement tests; chapter and unit tests; and semester andend-of-year review tests or "finals," These tests were alsorevised in response to teachers' criticisms during the de-velopment process, which included as a final step _usingthe curricula and tests in schools throughout the districton a pilot basis for a year:

The tests themselves were designed to be computerscored and analyzed; using computers that the district hadoriginally purchased for computer-assisted instruction inthe high school: Teachers gave the tests at times they feltwere appropriate, turned them in for scoring, and receivedthe analyzed results _within_a day or_ wo. The results them-SelVeS came in the fbtrti of a set of SheetS, one for eachstudent. The sheet listed (1) each objective the test covered,(2) the number of items that assessed performance oneach objective; and (3) the number of itemsthat the studentpassed and missed on each objective. At the top of thesheet was a paragraph listing_the main types of errors _thatthe student had made and stating just what problems thestudent seemed to be having. This was based on an analy-sis of the oJestions missed and the. incorrect itemschosen.

Teachers reported that they and their colleagues rou-tinely used these tests. And interview response patternsindicated that they spent less time designing; administer-ing, and scoring their own tests than teachers in other dis-.tricts visited. Interviewees stated explicitly that they usedtheSe tests (1) because they fit so well with what they wereactually teaching; (2) because they could_be used_flexibly,e.g., at any time, with one child or an entire class;(3) because scores came_ back promptly, an_d_(4) becausethe analyses summarized information in a way that gavethem precise diagnoses they could act on in_placing stu-dents; in deciding who needed additional help on _whatskills; etc. In fact, the only complaint teachers had wasthat II the tests were multiple choice tests. As oneteacher put_it, "that's a problem, 'cause sometimes youwonder whether they can apply the skills or ideas inanother way."

In short, this district made considerable efforts to as-sure that its testing prOgraM was useful to and used byteachers. In so doing; its program for testing_ fulfilled threeof the four criteria identified earlier: the tests were proxi-mal; instructionally consonant; and immediate; but theyhad only one response mode. The program met districtneeds:, too. Semester and end-of-year finals functioned toindicate strengths and weaknesses of the students in_par-ticular schools and in schools throughout the district fromyear to year: Thus; they served various evaluation and man-agement functions.

Testing programs which take into account teachers'routine thinking nd practices in assessing students'achievement can probably take many shapes: The case de-

scribed here is only one example. But it should _be clearthat programs of testing that ignore how teachers thinkand act toward student assessment can result in ineffi-ciency and teacher resentment.

RefoiendoS

Airasian, P. W. the effects of standardized testing andtest information on teachers'perceptions and practices. Paiierpresented at the annual meeting of the American EducationalResearCh Association, San Francisco, 1979.

Baker E: LL/s something better than nothing? Metaphysical testdesign. Paper presented at the 1978 CSE_Measurement andMethodology Conference, Los Angeles, 1978.

Becker, H.S., et al_ Boys in white: Student culture_ in medicalschool. Chicago: University of Chicago Press, 1961.

Berman, P., & McLaughlin; M. W. Federal programs supportingeducational change. Vol: lit: lmplementing_and sustaining in-novations. R-1589/8-HEW. Santa Monica, CA: RAND Corpora-tion, 1978.

Boyd, J., Jacobsen, K., McKenna, B. H., Stake, R. E; & YashinsXy;J. A study of testing practices in the Royal Oak (Michigai»Public Schools. Royal Oak, Michigan: Royal Oak PublicSchools; 1975:

Burry; ..1; Porr-Eremme,_D., Herman, J. L., Lehman, J., & Yeh, J.Teaching and testing_ Allies or adversaries. CSE Report No.165. LOS Angeles: UCLA Center for the Study of Evaluation;1981.

Burry, J., Catterall, J:, Choppin, B.; & Dorr-Bremme; D. Testing inthe nation's schablS and districts How much? What kinds? Towhat ends? At what costs? CSE Report No. 194. Los Angeles:UCLA Center for the Study of Evaluation, 1982.

Cabello, B. A description of analysis for the identification ofpotential sources of bias in dual language achievement tests.To appear in the NABE Journal (National Association for Bilin-gual Education), 1983:

Center for the Study of Evaluation. CSE criterion-referenced testhandbook: .Los Angeles: UCLA Center for the Study ofEvaluation, 1979.

Cicourel; A. V.; &_ Kitsuse, J. I._ The educational decision-makers. Indianapolis: Bobbs-Merrill; 1963.

Dawson, J. E. Why do demonstration projects? Anthro-pology and Education Quarterly, 1977, M), 95-105.

Deal_ T. -E.- Linkage _and information use in educational Or-ganizations. Paper presented at the_ annual meeting_ of theAmerican Educational Research Association; San Francisco,1979.

Dosr- Bremma. D., Burry, J., Catterall, J.; Cabello, B. &Daniels, L. The costs of testing in_Amarican public schools.CSE Report No. 198....os Anaeles: UCLA Center for the Study ofEvaluation; 1983.

Erickson, F., & Shultz, J. The coun,Jelbr es gateke_eperSocial i iteraction in interviews. New York: Academic Press,1982.

Friedson, E. Profession of medicine: A study of the soci-ology of applied knowledge. New York: Dodd, Mead & Company,1970.

Garfinkel, H. Studies in ethonomethodology. EnglewoodCliffs, NJ: Prentice-Hall, 1967.

Goslin; D. A.; Epstein, R., & Hilloch, B. A. The use ofstandardized tests in elementary schools. Second TechnicalReport. Naw York: The Russell Sage Foundation, 1965.

Herman; J. L.; & Dorr-Bremme, D,Uses of testing In the schools:A national profile. To appear in W. Hathaway (Ed.), New direc-tions for testing and measurement: Testing in the schools, SanFrancisco: Jossey Bass, Inc., 1983.

Homans, G. The human group. New York: Harcourt, Brace &World, 1950.

Huron Institute. Summary of the spring conference of the Na-trona! Consortium on Testing. Cambridge, MA: Huron Institute,1978.


Jackson; P. the in classrooms: New York: Holt; Rinehard andWinston, 1968.

Lazar-Morrison, C., Polin,__L_ Moy, R., Burry; J. A review of TheLiterature on test use. CSE Report No. 144. Los Angeles: UCLACenter for the Study of Evaluation, 1980.

Leiter, K. C. W. Ad hoeing in the schools:. A_study of placementpractices in two kindergartens. In A. V. C,courel, et al., Lan-guage use and school performance. New York' Academic Press,1974.

Lortie, D. C. Schoolteacher: A sociological study. Chicago: TheUniversity -of Chicago Press, 1975.

Mehan. H., & Wood, H. The reality of ethnomethodology. NewYork: Wiley Interscience, 1975.

Meyer, J. W., & Rowan, B. The structure of educational organiza-tions. In M. W. Meyer and associates (Eds.), Environment andorganizations. San Francisco: Jossey-Bass, 1978.

Montjoy, R. S., & O'Toole, Jr., L. F. Toward a theory of policy im-plementation. Public Administration Review, 1979, 39(5).

Perrone, V. Remarks to the National Conference on AchievementTesting and Basic Skills. Paper presented at the National Con-ference on Achievement Testing and Basic Skills, Washington,D.C.. 1978.

Resnick,L. B. Introduction: Research to inform a debate. Phi DeltaKappan, 1981; 62(9), 623-625.

Rist, R, C. Student social class and teacher expectations: Theself - fulfilling prophecy in ghetto education. Harvard Edu-cational Review, 1970, 40(3), 411-450.

Salmon - Cox, -L. Teachers and tests: What's really happening?Phi Delta Kappan; 1981; 69(9), 631-634.

Sarason, S._The culture of the school and .he problem of change.Boston; Allyn and Bacon, 1971.

Shumsky, M. & Mehan, H. The structure and practices of descrip-lion in Iwo evaluative contexts. Paper presented at the EighthWorld Congress of Sociology, Toronto, Canada, 1974.

Smith, L., & Geoffrey, W. The complexities of an urban classroom:An analysis toward a general theory of teaching. New York:Holt, Rinehard & Winston, 1968.

Stetz, F., & Beck, M. Comments from the classroom: Teachers'and students' opinions of achievement tests. Paper presentedat the annual meeting of the American Educational ResearchAssociation, San Francisco, CA, 1979.

Tyler, R. What's wrong with standardized testing? Today's Educa-tion, 1977.

WeatherJy, R., & Lipsky, M. Street-level bureaucrats and institu-tional innovation. Harvard Educational Review, 1977, 47(2).

Yeh, J. P. Test use in schools. Los Angeles: UCLA Center for theStudy of Evaluation, 1978.

. Other Highlights from the Test Use Project ...

Elementary teachers report that testing in readingtakes up about 13 hours of student time each year,and that math testing takes up about 17 hours ofstudent time annually.

- Secondary teachers report that testing in Englishand in math each take up about 25 hours of stu-dent time each year.Elementary school teachers report that about halftheir students' testing time is spent in testing re-quired by local, state, or federal agencies; second-ary teachers report that about one-quarter of theirstudents' testing time is mandated.

- Teachers report that testing and test-related mat-ters consume about 5-7 hours each week about12% to 15% of their total work effort during andafter school hours.Case study findings indicate that testing, acrossall subjects, takes up about 10% of students' an-nual classroom time.

A majority of teachers favor minimum competencytesting for promotion and high school graduationbut, particularly where these are required, are con-cerned about their fairness for some students.A majority of teachers feel that minimum com-petency tests affect the amount of time they canspend teaching subjects not covered by the tests.Most teachers report that they do not r lceive staffdevelopment training or other assistance in select-ing or developing good tests or in using tests to im-prove instructionSurvey findings indicate that administrative sup-port for testing, exemplified in principal interest,available resources, and/or opportunities for staffdevelopment training, influence teachers' atti-tudes toward and use of testing.

CSE and the UCLA_research community are sad toreport the death of Bruce Choppin, ,ormerly directorof the CSE methodology program We extend oursympathy to family and friends.

We are also saddened by the death of Ronald Ed-monds; of Michigan State University, who served as avisiting scholar to CSE this year.


Documents

Assessing Students: Teachers' Routine Practices and Reasoning