Test result use in the elementary classroom

Kevan Eileen Ommen, University of Nevada, Las Vegas


This study examines elementary teacher use of district curriculum-based test results in making instructional decisions. A questionnaire was developed and distributed to elementary teachers asking about their routine practices when using test results, their comfort level in doing so, and training they have received. Returns from 944 teachers were analyzed, and it was determined some concerns exist related to the interpretation and use of test information by elementary teachers. It was concluded that teachers may need training to improve their skills in test result interpretation, and the formats used by school districts to distribute test results may need modification. In addition, twenty-five school districts were contacted and asked to share information on the models they use to communicate test information to teachers. Twelve school districts responded, and these responses were analyzed with the teacher feedback to arrive at specific recommendations regarding test result dissemination formats and schedules.