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Florida Journal of Educational Administration & Policy, v1 n2 p67-78 Spr 2008

Public schools face raised performance expectations on group-administered achievement tests. In response, educators have implemented various preparation strategies to ready students. However, the research community largely ignores the impact of setting on test performance. This randomized field trial assesses whether or not there were significant performance differences between two group test-taking conditions (classroom vs. arena) on the Wisconsin Knowledge and Concepts Exams. Participants included tenth-grade students from a medium-sized Wisconsin high school. Results showed no overall achievement advantage for classroom test takers. However, students in the top GPA quartile performed better in the classroom setting while students in the bottom GPA quartile performed better in the arena setting. Implications for school officials are presented. (Contains 3 tables and 3 figures.)

Descriptors: Grade Point Average, Group Testing, Educational Environment, Statistical Significance, Experimental Groups, Control Groups, Grade 10, Classroom Environment, Intermode Differences, Mathematics Achievement, Reading Achievement, Scores, Effect Size, Comparative Testing, Standardized Tests

University of Florida, Department of Educational Administration and Policy. P.O. Box 117049, Gainesville, FL 32611. Tel: 352-273-4332; Fax: 352-846-2697; e-mail: FJEAPinfo[at]gmail.com; Web site: http://education.ufl.edu/Leadership/FJEAP/index.html





Autor: Kiger, Derick M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5593&id=EJ902989







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