The Impact and Improvement of School Testing Programs

By Warren G. Findley | Go to book overview

CHAPTER XI
Staff Competence in Testing

ELIZABETH HAGEN and LUCILE LINDBERG

Basic to a successful school testing program is the acceptance by the staff and students of the idea that the testing program is an integral part of the educational process. If this idea is to become functional, then each person in the school must be aware of his role in the total program and must have the competence to discharge that role effectively.

The role of each member of the staff is not a distinct and isolated entity but a part of the total mosaic of the educational program. The role of each staff member in the school testing program interacts with and supplements the role of every other member of the staff. If one staff member fails to discharge his role effectively, then the total program will be weakened. Not only is there an interaction of roles in the testing program among staff members but there is also an interaction of each staff member's role in the testing program and his role in the total educational program.

What are these roles that need to be played in a testing program? Some light can be thrown on this question by considering the tasks that must be accomplished in order to have a successful school testing program. First, decisions must be made about the purposes or functions that the school testing program is to serve. Second, decisions have to be made concerning which students or grades are to be tested and when they are to be tested. Third, tests must be selected to achieve the purposes of the testing program. Fourth, the tests must be ordered, scheduled, and distributed to the appropriate places at the appropriate times. Fifth, the students must be prepared for taking the tests and the tests must be administered. Sixth, the tests must be scored and the test results analyzed in preparation for use. Seventh, the test results must be communi-

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