ERIC Number: ED206655
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Effects of Reinforcement and Training on Title I Students' Group Standardized Test Performance.
Taylor, Cie; White, Karl R.
To examine the influence of test wiseness and motivation on Title I students' performance in group standardized tests, the effects of training students and teachers in testing skills and reinforcing student testing behavior were investigated during the administration of the Stanford Achievement Test, Level II, to 597 students. Students were randomly assigned to a combination of the following treatment conditions: (1) provision of external reinforcement, contingent on an increase in the student's reading test percentile rank; (2) teacher training in test administration procedures; and (3) student training in test taking procedures. A three way analysis of variance was computed for the three dependent variables of reading test scores, and student and teacher behavior during testing. Major findings showed that the reading test scores of students in either the reinforced or trained test administrator conditions were significantly higher than the scores of students under nontreatment conditions. There were no significant differences in reading test scores between students who were trained in test wiseness and those who were not trained. Trained teachers exhibited a significantly higher percent of on-task behavior during testing than untrained teachers. There were no significant differences in student on-task behavior under any treatment. (Author/AEF)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: N/A
Identifiers: Elementary Secondary Education Act Title I; Stanford Achievement Tests
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).