Teachers’ Views of their Student Test Scores and Standardized Testing

Over the last decade, standardized tests have become a consistent norm in today’s

public schools. Even with the change of policies, one aspect that has stayed constant is

the inclusion of standardized testing in public schools. Today student test scores are used

for high stakes decisions such as measuring student success as well as teacher quality

(Ravitch, 2011). With the rise of standardized tests within the classroom teachers,

administrators, and students have seen the impact of these tests ranging from classroom

instruction to attitudes of teachers and students. Previous studies have focused on how

teachers felt in general about standardized testing, but have not yet taken into account the

effect of student scores on teachers. These studies have found teachers feel stress from

standardized tests, feel the standards are inappropriate for students, and are more likely to

focus instruction around tested content (Ballard and Bates, 2008; Barksdale-Ladd &

Thomas, 2000; Copp, 2016; Moon, Brighton, Jarvis, and Hall, 2007).

While previous studies have focused on the impact of standardized test scores,

specifically on the impact on instruction within the classroom, we wanted to explore

teachers’ perceptions and emotions when it came to seeing their student test scores. Thus,

the purpose of this study was to explore K-12 teachers’ feelings and how they reacted

when seeing their students’ test scores as well as get their overall feelings about

standardized testing. In order to explore teacher reactions to their student test scores, we

asked the following research questions: a) How are teachers reacting to their students’

standardized test scores? b) What are teachers’ perceptions of standardized test scores?
 Our Study

To understand teachers’ perspectives regarding standardized testing and teachers’

reactions to student test scores we surveyed 71 teachers ranging from elementary to high

school in Virginia. Teachers completed the electronic survey within three months of

receiving their student test scores for the current school year. The teachers also ranged in

experience with teachers ranging from completing their first year to 36 years of teaching

experience. For the open-ended questions, we had 41 responses (58% of participants)

regarding their perceptions of students’ scores and 55 responses (77% of participants)

regarding their perceptions of standardized tests. For this particular article, we focused

on the open-ended responses and the teacher reactions to their student test score survey

questions.

Results

The results found four major themes across the two open ended questions:

Standardized tests are not representative, teachers are changing instruction for

standardized tests, teachers and students are feeling pressure, and teachers are affected

emotionally by students’ test scores.

Standardized tests are not representative

The teachers in our study did not feel the standardized tests in their states were

representative of student learning because the tests did not show student growth or the

learning that is going on in the classroom on a daily basis. As one teacher shared,

The end of year tests are no more than a snapshot of a child on a given
day. If I have done my job well, to teach EVERY child to love learning
and to feel confident and competent, then I have faith that they will do
well, barring any unforeseen circumstances. The tests neither validate my
worth as a teacher nor their worth as children” (Teacher A).
Other teachers felt the standardized tests were not representative of learning because it

does not assess on an individualized basis and some students are just not strong test

takers. Even though teachers did not feel the state standardized tests represented learning,

some teachers felt the test scores were useful for knowing strong and weak areas for

students. Teacher B described the test scores as, “those numbers (test scores) do not

define them, just allow us to see where their strengths and weaknesses are.”

The teachers in ours study also shared that tests only represented one day of

testing rather than students’ true abilities. Teacher C shared, “a standardized test score

represents a child at one moment in time and is not indicative of their entire capability.”

This was especially true for teachers who discussed working with low socioeconomic,

English Language Learners, and Special Education populations. This pushed teachers to

help students see the progress made throughout the year rather than just the score.

I strive to praise all progress. There were several students who did not
make the desired benchmark, but made gains in their overall ability and
performance. While disappointed we did not all get where we needed, the
goal was progress and growth. I tried to build up my class and let them
know that they are more than their test scores (Teacher D).

Overall, the teachers from our study did not think their student test scores represented all

the learning going on in the classroom throughout the school year. This was especially

true for teachers who worked with special populations who made progress on their daily

classwork, but did not pass the end of the year assessment.

Because the teachers did not feel standardized tests were representative the

teachers shared feelings of anti-testing in schools. As Teacher A shared, “I think end of

year tests are a waste of instructional time and set kids up with the wrong perception of

what learning should and can be about.” Along with these concerns, teachers felt there
were too many tests during the school year. Because of all the tests teachers must give

throughout the school year, they shared feelings of tests being a waste of time. “Tests

scores are irrelevant and show nothing since the way they are used is incorrect. They

[Students] take too many of them and are not being taught about life, history, and real life

skills” (Teacher E). Lastly, teachers were anti-testing because of the pressure put on

teachers and students to be successful. “I do not believe that students and teachers should

be judged based on their test scores. It is only ONE piece of data on that child. It saddens

me to think that students are stressed about something that they have no control over. I

hate not being able to help a student with a question during high stakes testing” (Teacher

B).

Change in instruction

One of the major ways teachers shared they were changing their instruction was

to include testing strategies within their lessons. These testing strategies also pushed

teachers to teach to the tests by doing things like wording questions similar to the test or

putting students into color-coded groups based on practice test scores. Teacher F even

went on to share she received instruction to stop teaching certain students to get the most

students to pass.

“For the past two years, I have taught in a highest poverty school - with
99% free and reduced lunch. We began analyzing practice SOL test data
within one month of students beginning 3rd grade. We placed students in a
red, yellow, or green category based on their performance. In March, any
student in the red was considered a "non-passer" and we were told to
"focus our energy and resources" on the students who could pass.”

Teacher D also shared the tests drove instruction and goals within the classroom.

“Teachers tend to teach to the test and devalue minor progress if big goals are not

achieved.” Another teacher shared his/her displeasure with making these teaching to the
test changes, “a month of instruction for ‘SOL prep’ makes me question why the

education system is such a pathetic mess” (Teacher G).

Even though there was negativity towards some of the changes in instruction,

some teachers shared students were most successful when implementing testing strategies

such as taking time, showing work, and checking their answers several times. “Those

who took their time and showed their work/coded passages/wrote notes typically did

better than those who did not” (Teacher H). Another discussed bringing up test problems

throughout the year and developing strategies with students so they are prepared for the

tough questions, they might face on the tests. “I start mentioning SOLs like you might see

this type of question on an SOL test and you need to know how to answer it. They will

try to trick you on the test but here is how you can be smarter than they think you can be”

(Teacher I).

Feeling pressure

Teachers shared that pressure for students to be successful on the state

standardized tests is coming from district and school administrators. These end of the

year assessments are now affecting schools, teachers, and students with decisions and

funding based on test scores. “The tests have become high stakes for teachers, schools,

and most importantly the student” (Teacher J). This is also leading to students feeling

pressure, which one teacher shared is a concern for certain subgroups. “They are

upsetting, more so because I know my students feel like they are stupid. It's very unfair

that they should be made to feel that way and it worries me that the population I teach is

more likely to drop out in high school” (Teacher K). Another teacher shared that these
tests are changing how students approach learning because of the pressure felt to have

success.

This is a detriment to children, as I have seen elevated levels of anxiety

and depression surrounding tests. These tests destroy the desire for
children to truly love learning for the sake of learning; instead, they view
knowledge as only valuable if the state acknowledges it. (Teacher L)

One teacher in particular, felt teachers are not able to help with student stress

because teachers feel just as much pressure for students to be successful and in turn add

to student stress.

Standardized testing takes a lot out of students and teachers alike.

Teachers feel pressure to achieve certain scores, who in turn, put pressure
on their students to achieve those desired benchmark scores. Students are
tired, overwhelmed, stressed out, and ultimately disappointed if they did
not succeed (Teacher D).

Because of the pressure students and teachers are feeling, teachers’ felt these

standardized tests should not be used during the elementary grades. “The VA SOL tests

are too stressful for my eight year old students. These tests should be saved for middle

and high school” (Teacher M).

Teacher Emotion

When it came to teachers’ emotions regarding tests and student test scores, the

teachers discussed two ways they approached discussing scores with students. For the

students that did not pass the state standardized tests, teachers focused on not deflating

the students. Teachers discussed doing this by waiting until the last moment to tell

students they did not pass in hopes of easing the pain:

It was heartbreaking being told to leave the students behind that had the
lowest performance levels in reading, but test scores were all that
mattered…I gave them all hugs and praise, shielded their scores from
them until the last day of school so that at least they didn’t know they had
been left behind (Teacher F).
Teachers also discussed seeing students as more than just a score on a piece of paper and

making sure not to label students based on the outcomes of the tests. For example, one

teacher used the tests to learn more about his/her students, but did not let the final score

define students.

For the first time in my teaching career, I saw the students as student, with
a story and background, and not a number on a piece of paper. Those
numbers do not define them; just allow us to see where their strengths and
weaknesses are (Teacher B).

Teachers also shared feelings of disappointment and failure when seeing non-passing

scores as it made teachers feel like they failed at their job. “I feel like I’m failing my

students and not doing my job right” (Teacher N). Teachers also discussed wanting to

celebrate good scores with students saying, “After practicing strategies all year and

working on content in different ways it’s always nice when the students get the scores

they deserve for all of their hard work” (Teacher O).

When asked about their emotions and reactions when first seeing their students’

test scores, the teachers had an average response close to “Satisfied.” In regards to how

these scores reflected on them as teachers, the average response was “Self-Satisfied.” The

teachers, on average, shared that students’ assessment outcomes represented a “Minor

Victory.” Lastly, moving forward to next year the average response was feeling

“Somewhat Hopeful.”

Implications

For teachers and administrators student test scores will continue to have an impact

on instruction in the classroom. In Virginia, these tests included in teacher evaluations as

well as high stakes decisions for students. It is important for administrators and teachers
to know how teachers’ perspectives on standardized testing along with the emotion

teachers feel in regards to seeing student test scores. Our study was able to give teachers

an opportunity to voice their perceptions of state standardized tests as well as share how

these test scores effect them emotionally as well as instructionally.

The findings from this study are important for administrators and teachers, as both

are key stakeholders in decisions made based on student test results. Administrators need

to be aware of how student test scores affect teachers and teachers’ views on standardized

testing. Based on our results administrators can work with teachers and students to focus

on mastery of standards rather than emphasizing test scores throughout the school year.

This can include not forcing teachers to directly teach to the test, but giving teachers

autonomy with guidance from the state SOL standards. Administrators should also be

aware of the potential negative effects of testing on teachers, such as teachers feeling

incompetent or frustration to the point of wanting to leave the profession. Teacher

emotions and perspectives can also play a role in how teachers approach future teaching

and testing. Administrators should make sure to provide proper support and professional

development to address teachers’ needs when it comes to preparing for future school

years.

For teachers it is important to know how other teachers are reacting to student test

scores when getting results back from the state. Teachers can use these results to see how

teachers beyond their school are reacting and the emotions tied to student scores. The

teachers in our study were not big supporters of standardized testing, as they believe

testing is just a snapshot of student learning. This is common in education, however,

teachers might not always hear from other teachers at other schools regarding this issue.
Even though teachers were not major, supporters of standardized testing the teachers in

our study felt their scores were minor victories and were somewhat hopeful moving

forward to next year.

As teachers, administrators, and the state move forward with testing in Virginia

public schools it is important for all stakeholders to understand the impact of

standardized tests on teachers. Teachers and students are on the frontline when it comes

to testing in K-12 schools, however, these groups are often the ones ignored when it

comes to having a voice in educational policies. As it looks like state tests will be around

for many years to come it is important to know how these tests affect teachers. The end of

year tests are important for several reasons, such as showing student knowledge, but it

should not be the driving force of instruction. Schools also need to be aware of the stress

and pressure teachers feel because of these tests.

 References

Ballard, K., & Bates, A. (2008). Making a connection between student achievement,

teacher accountability, and quality classroom instruction. The Qualitative Report,

13(4), 560-580.

Barksdale-Ladd, M. A. & Thomas, K. F. (2000). What’s at stake in high-stakes testing:

Teachers and parents speak out. Journal of Teacher Education, 51, 384-397. DOI:

10.1177/0022487100051005006

Copp, D. (2016). The impact of teacher attitudes and beliefs about large-scale assessment

on the use of provincial data for instructional change. education policy analysis

archives, 24, 109. doi:http://dx.doi.org/10.14507/epaa.24.2522

Moon, T. R., Brighton, C. M., Jarvis, J. M., & Hall, C. J. (2007). State standardized testing

programs: their effects on teachers and students. Charlottesville, VA: The

National Research Center on the Gifted and Talented.

Ravitch, D. (2011). The death and life of the great American school system: How testing

and choice are undermining education. New York: Basic Books.