Training and Management Perceptions of Public School Testing Directors: Implications for Teacher Educators.

Autor/inn/en	Marso, Ronald N.; Pigge, Fred L.
Titel	Training and Management Perceptions of Public School Testing Directors: Implications for Teacher Educators.
Quelle	(1993), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrator Education; Administrator Responsibility; Competency Based Education; Elementary Secondary Education; Higher Education; Program Administration; Program Effectiveness; Program Evaluation; Public Schools; Skill Development; Standardized Tests; Teacher Education Programs; Test Interpretation; Test Use; Testing Programs + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Kompetenzentwicklung; Qualifikationsentwicklung; Standadised tests; Standardisierter Test; Test analysis; Testauswertung; Testanwendung
Abstract	Testing program directors from approximately 100 randomly selected school districts in Ohio reported their perceptions of the testing competencies most needed to successfully manage their standardized testing programs and of the perceived value of their university training in developing these competencies. It was found that competencies associated with interpreting test scores, reporting test results to others, and general testing program administration were perceived as most needed by these directors. The value of university training was not highly regarded and was perceived by these directors as most lacking in developing skills associated with the general management of testing programs, in reporting test results, and in translating test results into instruction. The directors with and without training in guidance counseling and in testing and evaluation differed in their perceptions of testing directors' responsibilities such as encouraging district use of test results, and they differed in their perceptions of most needed testing related skills and of the value of university training in developing their testing related competencies. References and five statistical tables are included. (Author/LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC