A Comparative Study of Educators’ Perceptions and Use of Mandated Reading Assessments

With the increasing emphasis on minimum competency testing has come a corresponding increase in mandated, district-wide testing programs. Results of such testing are oftn highly publicized, though perhaps not always completely understood. Yet, even though mandated tests have become an integral part of schooling in many areas of this country, we know little about specific testing practices. A COMPARATIVE STUDY OF EDUCATORS' PERCEPTIONS AND USE OF MANDATED READING ASSESSMENTS Charles K. Kinzer and Ruth J. Stone PEABODY COLLEGE, VANDERBILT UNIVERSITY, NASHVILLE, TENNESSEE With the increasing emphasis on minimum competency testing has come a corresponding increase in mandated, district-wide testing programs. Results of such testing are often highly publicized, though perhaps not always completely understood. Yet, even though mandated tests have become an integral part of schooling in many areas of this country, we know little about specific testing practices. Even less data are available regarding the attitudes, values and perceived impact of testing programs in reading from the standpoint of educators whom such tests affect most directly: teachers and principals. Our lack of knowledge in this important area has been previously noted by Singer, Ruddell, McNeil & Whittrock (1980) and Ruddell (1981). The need for such data, if school district personnel and test publishers are to make reasoned, cost effective decisions, is clear. There is also a paucity of comparative data, both on national and international levels, regarding test use and impact. This study used an instrument developed by Ruddell & Kinzer (1981), which previously served as a tool to gather such data in California. The study reported here was rrade in Puerto Rico, a site chosen because Puerto Rico is aU. S. protectorate, yet has an independent educational system and is often considered a Latin American country. The results provide insights into testing practices and opinions in diverse regions, and allow a direct comparison to the results of Ruddell & Kinzer's (1982) research, as well as to findings reported by Kinzer & Ruddell (1981). The following research questions guided this study: 1. How do teachers' and principals' perceptions regarding tests and testing in reading compare across Puerto Rico and California? 2. How are tests used and perceived by teachers and principals in Puerto Rico? 3. What do teachers and principals feel are the rrajor areas of impact of standardized testing programs, related to reading, in Puerto Rico? 4. How well do teachers and principals feel the goals of standardized testing programs, related to reading, are being met in Puerto Rico?