Test Preparation: Examining Teacher Perceptions and Practices

Abstract

This study analyzed questionnaire and interview data on teachers' practices and perceptions with respect to test preparation. Questionnaire respondents were asked to rate the ethicality of various test‐preparation practices and indicate the extent to which they utilize these practices in their instruction. On the basis of questionnaire results, interviews were conducted with a smaller sample of teachers to determine their views on the appropriateness of particular test‐preparation practices, and to determine the factors affecting teacher perceptions about a given activity. Contrary to previous empirical work, questionnaire results indicated that neither use of a given practice nor teacher perceptions of the ethicality of the practice vary across levels of student achievement. On the other hand, consistent with previous empirical work, both use and perceptions varied across grade‐level configuration. Estimates of the prevalence of particular teacher practices and perceptions were obtained and compared with those from the literature. In addition, dimensions of teacher reasoning were explored, indicating that when considering the appropriateness of a given practice, teachers consider the following factors: score meaning, learning, the potential for raising student scores, professional ethics, equity, and external perceptions.

The relationship between test preparation and state test performance: Evidence from the Measure of Effective Teaching (MET) project

“…Test-preparation studies in the K-12 setting have focused on describing teachers' perceptions of high-stakes testing and their use of test-preparation practices. Teaching test-taking skills, using data from the previous year's test to inform instruction, and integrating test content and test format into instruction are the test-preparation practices that most teachers report implementing (Croft, Waltman, Middleton, & Stevenson, 2005;Lai & Waltman, 2008). Teachers have also reported frequent use of test-preparation activities such as practicing items similar to those included in the test immediately before the test (Firestone et al, 2002).…”

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

“…The findings related to the test/exam-taking strategies taught by the teachers are consistent with previous research (Lai & Waltman, 2008;Nargund-Joshi et al, 2011). Lai and Waltman (2008) found US elementary, middle, and high school teachers in Iowa prepared their students for standardized tests by utilizing a variety of strategies. These included exam practice with previous years test questions, and using test-taking skills that aimed at maximizing student performance.…”

The Effects of Different Levels of Performance Feedback on TOEFL iBT® Reading Practice Test Performance

“…Consistent with the line of argument provided by Hamp-Lyons (1998), different positions were taken by educators on the ethicality and justifiability of test preparation exercises using test-like exercises (e.g., Lai & Waltman, 2008;Mehrens & Kaminski, 1989;Popham, 1991). In particular, it is generally considered in this literature that it is problematic if test-like exercises become part of regular instruction.…”