Knowledge and Use of Testing and Measurement Literacy of Elementary and Secondary Teachers

Abstract

The purposes of the present descriptive study were (a) to determine the educational testing and measurement literacy of elementary and secondary teachers, (b) to examine the degree to which various testing and measurement concepts are applied in the classroom assessment environment, and (c) to determine if assessment strategies vary across elementary and secondary teachers. Ninety-five elementary and secondary teachers completed a survey that described their knowledge of testing and measurement, their use of assessment strategies, and their grade and content areas along with additional demographic information. The teachers' knowledge bases were somewhat inadequate, but the teachers regularly used the knowledge they did possess when assessing student progress. Few differences were noted between elementary and secondary teachers' knowledge and uses of assessment practices.