Abstract
The Problem. The administration of standardized tests in the public schools is on the increase. Though test results are available to principals and teachers, if and to what extent they are used is often unclear. The focus of this study was to determine: (1) what model or configuration was followed by schools as a guideline for utilization of standardized test results; (2) to what level were the various components of the model implemented; and (3) what identifiable patterns of use emerged as the model was implemented? Research Methodology. Using a naturalistic research approach, data collected through interviews of principals and teachers of four elementary schools were described and analyzed. The analysis of data revealed what individuals and groups did when implementing the model and the extent to which the model was implemented. Findings. The major findings included the following: (1) there was a common pattern of use of test results among principals and teachers; (2) sharing of test results as a collaborative effort was limited, especially in sharing between parents and teachers; (3) the basal text series was seldom utilized to assist with the instruction of skills identified as weaknesses on the test; and (4) there was not a written statement to define what constituted use of the results. Recommendations. Recommendations for future studies and for improved utilization of standardized test results were proposed. Recommendations for the improved use of test data included: (1) the establishment of models which define use; (2) test data utilization training for teachers and principals, which is varied to meet differing needs; and (3) the identification of a key person at each school site to serve as an advocate for the use of test results. Recommendations for further research included: (1) expansion of the study to include middle schools and high schools; (2) an investigation of teachers' and principals' level of knowledge in the interpretation of test results; and (3) the study of the effects of inservice training in the use of test scores upon the actual use of the scores.