摘要：Problem Statement: One of the most frequently neglected aspects of testing is teachers’ attitudes. Overall, in-service teachers may have a preconception of what testing means and what its implications are both in high and low stakes testing. However, very few studies have addressed the realities or opinions of pre-service teachers. Methods Two groups of pre-service teachers in the second and fourth year of college in the United State and Spain participated in a pilot study and took a questionnaire about testing styles, exam implications, format and attitudes towards the task of assessment. The study is funded by the Ministry of Economy and Competitiveness in Spain and Valdosta State University in the United States. Findings and Results The study suggests that pre-service training is necessary to get adapted to a high stakes test based educational system. It also shows that pre-service teachers shape more their ideas as test candidates than as educators. Conclusions and Recommendations: American pre-service teachers are better prepared for test delivery and organization. Besides, the distorted ideas and ideological distance between the testing concepts and the candidates’ internal opinions should possibly be revised and more time should be devoted to the process of testing, which is commonly forgotten in language courses.
