A Closer Look at Standardized Tests

1982 ◽  
Vol 29 (7) ◽  
pp. 50-54
Author(s):  
Donald J. Freeman ◽  
Therese M. Kuhs ◽  
Lucy B. Knappen ◽  
Andrew C. Porter
Keyword(s):  
Student Achievement ◽  
Instructional Strategies ◽  
Standardized Tests ◽  
Standardized Test ◽  
Learning Problems ◽  
Test Results ◽  
Individual Level ◽  
Teacher's Knowledge ◽  
Standardized Test Results

It is commonly argued that teachers should use scores from standardized tests to facilitate instruction. Specifically, teachers are encouraged to use standardized test results to evaluate student achievement on both a group and individual level, to identify students with learning problems, and to assess the effectiveness of instructional strategies that have been used. The use of standardized tests for any of these functions, however, must be tempered by the teacher's knowledge of the extent to which the content of the test parallels the content of instruction.

Achievement as a Momentary Event, as a Continuing State, Locus of Control: A Clarification

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1159-1166 ◽  
Author(s):  
Lawrence W. Sherman ◽  
Richard J. Hofmann
Keyword(s):  
Locus Of Control ◽  
Standardized Test ◽  
School Achievement ◽  
Test Results ◽  
Grade Point ◽  
Path Diagram ◽  
The Relationship ◽  
Standardized Test Results ◽  
Diagram Approach ◽  
Better Than

The relationship between locus of control and achievement is clarified by disaggregating achievement into a momentary event (standardized test results) and continuing state (grade-point average) utilizing a path diagram approach. Although there are no substantial correlations among socioeconomic status, sex, and locus of control in this study, the three variables predict school achievement as a continuing state ( R = 33) considerably better than they do as a momentary event ( R = .56) of 174 students in Grade 8.

scholarly journals Predicting Middle Level State Standardized Test Results Using Family and Community Demographic Data

RMLE Online ◽  
2016 ◽  
Vol 40 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Christopher H. Tienken ◽  
Anthony Colella ◽  
Christian Angelillo ◽  
Meredith Fox ◽  
Kevin R. McCahill ◽  
...  
Keyword(s):  
Standardized Test ◽  
Demographic Data ◽  
Middle Level ◽  
Test Results ◽  
Standardized Test Results

Efficacy of Test-Wiseness on Test Anxiety and Reading Achievement among Black Youth

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1135-1140 ◽  
Author(s):  
John M. Dillard ◽  
Jacqueline Warrior-Benjamin ◽  
David W. Perrin
Keyword(s):  
Test Anxiety ◽  
Standardized Test ◽  
Black Children ◽  
Self Concept ◽  
Test Results ◽  
Lower Socioeconomic Status ◽  
Test Taking ◽  
Lower Socioeconomic ◽  
Treatment Procedures ◽  
Standardized Test Results

This investigation examined the effects of test-wiseness on test anxiety, self-concept, and standardized test results. Test-anxious subjects (60 black children in grade 6 and of lower socioeconomic status) experiencing high test anxiety, low self-concept, deficiency in test-taking skills, and reading two levels below appropriate levels were treated with three treatment procedures: test-wiseness skills, applied test-taking self-concept skills, or no treatment (non-experimental group). Three measures were used to assess the independent variables. The results showed that teaching test-wiseness was significantly effective in reducing test anxiety and improving test-score results; however, applied test-taking self-concepts were not significantly improved.

scholarly journals Making a Connection between Student Achievement, Teacher Accountability, and Quality Classroom Instruction

2015 ◽  
Author(s):  
Kelli Ballard ◽  
Alan Bates
Keyword(s):  
Standardized Tests ◽  
Test Performance ◽  
Classroom Instruction ◽  
Standardized Test ◽  
Fourth Graders ◽  
High Stakes ◽  
Fourth Grade Students ◽  
Ongoing Assessment ◽  
The Relationship ◽  
Standardized Test Results

The importance of standardized test results is becoming more prevalent in the structure of classroom instruction and the operation of schools throughout the nation due to pressure on educators and students from various levels of authority. This study looks at the relationship between classroom instruction and standardized test content and the effects this has on students, parents, and teachers. Seventeen fourth grade students, fourteen parents of fourth graders, and fifteen elementary teachers completed surveys. The study describes several positive and negative aspects to standardized tests, along with ideas of who is responsible for test performance. Standardized tests provide comparisons and are a tool for improvement. Too much emphasis is placed on high stakes test along with unrealistic expectations for some. The results indicate that ongoing assessment is effective for measuring student learning and teacher effectiveness.

Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests

2020 ◽  
Vol 93 (4) ◽  
pp. 331-352
Author(s):  
Jacob Hibel ◽  
Daphne M. Penn
Keyword(s):  
Standardized Tests ◽  
Large Scale ◽  
Standardized Test ◽  
Organizational Analysis ◽  
District Leaders ◽  
Individual Level ◽  
Multiple Strategies ◽  
Sequential Mixed Methods ◽  
Test Cheating ◽  
Rule Breaking

Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.

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