Test-Item Tendencies: Curiosity and Caution

1977 ◽  
Vol 25 (3) ◽  
pp. 10-13
Author(s):  
Leroy G. Callahan

Standardized achievement tests have attracted the favor, or flak, of citizens in our society for many years. Educators have used information from them for both summative and formative eva luation purposes. Summatively, standardizedtest results may be used to judge the degree to which a student, class, or school system has achieved desired learnings in a particular area of study. The objectivity of standardized tests fu rther allows com pari ons with other students, classes, or school systems. Today, millions of dollars are dispensed annually by governmental agencies based on standardized-test performance of students. Formatively. these test res ults may be used by teachers or cu rriculum workers in determining program directions and emphases. Whether for formative or summative purposes. caut ion has always been urged in interpreting standardized-test perform ance of students. These urgings are not always heeded.

2002 ◽  
Vol 2002 (1) ◽  
pp. i-46
Author(s):  
Donald E. Powers ◽  
Wendy Albertson ◽  
Thomas Florek ◽  
Kathy Johnson ◽  
John Malak ◽  
...  

2020 ◽  
Author(s):  
LaTasha R Holden ◽  
Kerri A. Goodwin ◽  
Andrew R. A. Conway

Stereotype threat (ST) occurs when individuals primed with negative stereotypes underperform relative to a control group. The current work considers individual differences in ST effects on real world measures like standardized test performance (SDTP). Working Memory Capacity (WMC) is investigated as a mediator and/or moderator of ST for race/ethnicity. Findings revealed a lack of strong evidence for the effect of ST. However, we demonstrated that trait WMC moderates ST for race such that higher WMC is associated with higher scores on standardized tests under conditions of race related ST. For future work on ST, we consider replication issues as well as the importance of WMC for performance under ST including how WMC and SDTP have been shown to improve through implementing self-regulation and mindfulness.


2021 ◽  
Author(s):  
LaTasha R Holden ◽  
Bear Goldstein

There has been extensive research conducted on mindset, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective —if we still do not have a good understanding of how mindset works, then more research is needed. To better understand how mindset interventions work, we looked at self-report measures as well as post-intervention behavior within and across individuals. We implemented a mindset intervention to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. We also explored individual differences in academic attitudes (e.g., academic identification and sense of belonging in university) that might moderate students’ mindset and the effect of the mindset intervention on subsequent cognitive performance. We expected the malleable mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability but also caused students to report higher grit (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the malleable mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area.


Author(s):  
Kelli Ballard ◽  
Alan Bates

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.


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