The authors explored teachers' and principals' perceptions of the feedback report from the National Tests in Trinidad and Tobago and the extent to which they used the report in making curricular decisions to impact student learning. The sample comprised 133 primary school teachers (79 from low-performing and 54 from high-performing schools) and 10 principals. Results of the quantitative and qualitative data indicated that while many teachers were uncomfortable with interpreting the data presented in the report, teachers in higher performing schools were more inclined through department-wide collaboration to use the report to make pedagogical and curricular decisions. The major conclusion drawn was the need for teacher training in the use and interpretation of assessment data. Other issues emerging from the data and a possible subject for further research included the branding of schools as good schools and bad schools based on the school performance on the tests.
Brown, L. I., Bristol, L., De Four-Babb, J., & Conrad, D. A. (2014). National tests and diagnostic feedback: What say teachers in Trinidad and Tobago? Journal of Educational Research, 107(3), 241-251. https://doi.org/10.1080/00220671.2013.788993