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ERIC Number: ED238931
Record Type: RIE
Publication Date: 1983-Feb
Pages: 389
Abstractor: N/A
Reference Count: 0
An Evaluation of Training in Standardized Achievement Test Taking and Administration. Final Report of the 1981-82 Utah State Refinements to the ESEA Title I Evaluation and Reporting System.
White, Karl; And Others
Based on findings of previous research, this project developed, implemented, and examined the effect of instructional materials and procedures designed to eliminate the influence on test scores of the following four factors: (1) differential levels of test-taking skills on the part of students; (2) student's lack of familiarity with and consequent confusion from the question format used in the district's standardized achievement tests; (3) lack of motivation on the part of students to do their best on the standardized achievement tests; and (4) inappropriate administration of the standardized achievement tests. Materials and procedures designed to reduce or eliminate the influence of these confounding factors included a series of filmstrips, audiotapes, and workbooks to teach students test-taking skills; a set of seven practice tests; a self-charting procedure designed to motivate students' test-taking; and workshops and exercises to improve teachers' skills as standardized test administrators. Each of these components is described in detail. The contradictions with previous research and teachers' perceptions of the value of the materials and procedures suggest further evaluation of the project materials is necessary before final conclusions are drawn. (PN)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Utah State Office of Education, Salt Lake City.; Utah State Univ., Logan.
Identifiers: Confounding Variables; Title I Evaluation and Reporting System; Utah