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Teachers with prior assessment experience participated via an online questionnaire (n=98) or interviews (n=40). Many anticipated not following test administration instructions, citing support for students’ best work, ensuring a positive testing experience, and maintaining established pedagogical routines and student relationships. 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They responded to an online questionnaire (n=98) or took part in an hour-long interview (n=40).",{"name":119,"@type":110,"acceptedAnswer":120},"Why did many teachers predict they would not follow test administration instructions?",{"text":121,"@type":113},"They cited reasons such as supporting students to do their best work, ensuring a positive testing experience, and maintaining normal teaching routines and relationships with students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596468,1792208583,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","When the Teacher Is the Test Proctor  \nRuth A. Childs & Linda Umezawa Ontario Institute for Studies in Education (OISE) University of Toronto  \nThis study investigates what grade‐3 teachers say they would do if faced with common test administration dilemmas – and why. Grade‐3 teachers with experience administering On‐ tario’s provincially mandated assessment were recruited through professional association newsletters and Toronto‐area newspapers. They responded to an on‐line questionnaire (n = 98) or an hour‐long interview (n = 40). Many teachers predicted that they would not follow the test administration instructions. Their rationales included (a) supporting the students todo their best work,(b) ensuring a positive testing experience for the students, and (c) main‐ taining their pedagogical routines and their relationships with the students. The findings highlight the ethical dilemmas teachers may experience when proctoring tests.  \nKey words: large‐scale assessment, standardized testing, test administration, Ontario edu‐ cation  \nLes auteures analysent ce que des enseignants de 3e année feraient selon eux s’ils étaient confrontés avec les dilemmes courants reliés à l’administration de tests et les raisons pour lesquelles ils agiraient ainsi. Des enseignants de 3e année habitués à faire passer des tests provinciaux en Ontario ont été recrutés par le biais d’annonces dans des bulletinsd’associations professionnelles et des journaux de la région de Toronto. Ils ont répondu à un questionnaire en ligne (n = 98) ou participé à une entrevue d’une heure (n = 40) ; près de 80 % des enseignants dans les deux groupes provenaient de la Région du Grand Toronto. De nombreux enseignants ont indiqué qu’ils ne suivraient pas les directives au sujet del’administration des tests parce qu’ils veulent, entre autres : (a) aider les élèves à faire deleur mieux,(b) faire en sorte que les élèves aient une expérience positive des tests et (c) suivre leurs méthodes pédagogiques habituelles et conserver leurs liens avec les élèves. Les conclusions des auteures mettent en évidence les dilemmes éthiques auxquels les ensei‐ gnants peuvent faire face lorsqu’ils surveillent l’administration de tests.  \nMots clés : tests communs, tests normalisés, administration de tests, éducation en Ontario.  \n_____________________________  \nCANADIAN JOURNAL OF EDUCATION 32, 3 (2009): 618‐651 ©2009 Société canadienne pour l’étude de l’éducation/ Canadian Society for the Study of Education  \nIn many jurisdictions, elementary teachers not only prepare their stu‐ dents to take large‐scale assessments, but also administer the assess‐ ments to their students. Much has been written about what teachers should and should not do to prepare their students to take large‐scale assessments (e.g., Cohen & Hyman, 1991; Crocker, 2006; Haladyna, No‐ len, & Hass, 1991; Mehrens, 1991; Mehrens & Kaminski, 1989; Mehrens, Popham, & Ryan, 1998; Popham, 1991) . Less has been written about test administration, perhaps because what teachers should do in administer‐ ing large‐scale assessments is thought to be both unambiguous and unin‐ teresting – to strictly follow the test administration instructions provided by the test developer. Not surprisingly, most research on test administra‐ tion has focused on detecting deviations from the instructions (e.g., Ci‐ zek, 1999, 2003) . The reasons teachers choose to follow – or not to follow – the instructions have received little attention.  \nThis study investigates what teachers predict they would do if faced with common test administration dilemmas – and why. The study in‐ volved grade‐3 teachers with experience administering Ontario’s provin‐ cially mandated assessment, who were recruited through professional association newsletters or Toronto‐area newspapers. Almost 100 re‐ sponded to an on‐line questionnaire and 40 took part in an hour‐long interview; almost 80 per cent of both groups were from the greater To‐ ronto area. Of particular interest were th","cbCaiuVYRgHsrDa6","https://ap.wps.com/l/cbCaiuVYRgHsrDa6","pdf",400264,34,"English","# Introduction\n# Why Does Test Administration Matter?\n## Standardized administration and score comparability\n## Instruction content and proctor constraints\n# Study Purpose and Methods\n## Participants and data collection\n## Focus on rationales for not following instructions\n# Findings and Implications\n## Ethical dilemmas for teachers during proctoring","[{\"question\":\"What question does the study investigate about test administration?\",\"answer\":\"The study investigates what grade-3 teachers predict they would do when facing common test administration dilemmas, and why they would choose those actions.\"},{\"question\":\"How were the participating teachers recruited and how did they respond?\",\"answer\":\"Teachers were recruited through professional association newsletters and Toronto-area newspapers. They responded to an online questionnaire (n=98) or took part in an hour-long interview (n=40).\"},{\"question\":\"Why did many teachers predict they would not follow test administration instructions?\",\"answer\":\"They cited reasons such as supporting students to do their best work, ensuring a positive testing experience, and maintaining normal teaching routines and relationships with students.\"}]","When the Teacher Is the Test Proctor - Ethical Dilemmas in Test Administration | PDF",1792083136,86]