KNOWLEDGE AND USE OF TESTING AND MEASUREMENT LITERACY OF ELEMENTARY AND SECONDARY TEACHERS

The purposes of the present descriptive study were (a) to determine th e educational testing and measurement literacy of elementary and secon dary teachers, (b) to examine the degree to which various testing and measurement concepts are applied in the classroom assessment environme nt, and (c) to determine if assessment strategies vary across elementa ry and secondary teachers, Ninety-five elementary and secondary teache rs completed a survey that described their knowledge of testing and me asurement, their use of assessment strategies, and their grade and con tent areas along with additional demographic information. The teachers ' knowledge bases were somewhat inadequate, but the teachers regularly used the knowledge they did possess when assessing student progress. Few differences were noted between elementary and secondary teachers' knowledge and uses of assessment practices.