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Kindergarten Pupil and Teacher Behavior during Standardized Achievement Testing

This study was designed to determine the extent to which kindergarten pupil and teacher behaviors during administration of the Iowa Tests of Basic Skills-Early Primary Battery might compromise the meaningfulness of the resulting test scores. Over 600 pupils and 25 teachers from 17 schools were observed in 47 testing sessions in the spring and the fall of kindergarten. Extensive variability in irregular or inappropriate behavior was observed, but most teachers followed directions exactly, and most pupils encountered no problems in following those directions. Recommendations are offered for test publishers, teachers, and school administrators.