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ERIC Number: ED040042
Record Type: RIE
Publication Date: 1970-Mar-6
Pages: 15
Abstractor: N/A
Reference Count: 0
Relationships of Teacher-Assigned Grades in High School Chemistry to Taxonomy-Type Objective Test Scores.
Even, Alexander
Reported is a study designed (1) to investigate the relationship between teacher-assigned chemistry grades and the scores obtained on a multiple-choice chemistry test built on taxonomic principles, and (2) to compare the contributions of various predictor variables to the explainable variance of the grades and the total test scores. The sample consisted of 2339 grade twelve chemistry students enrolled in the General Course in Ontario High Schools. Part one of the study was accomplished by computing Pearson product-moment correlation coefficients between subject scores on the Ontario Test of Achievement in Chemistry (OTAC), an investigation constructed test, and teacher-assigned grades as well as students' scores on the Scholastic Aptitude Test, Ontario edition (SATO) 1963-64. The results indicate that teacher-assigned grades are not highly related to the OTAC score. To carry out part two of the study, the University of Michigan Automatic Interaction Detector computer program was used to identify variables contributing to the explainable variance of the two sets of achievement scores. This program also isolated groups of students in which different combinations of the predictor variables functioned most effectively. (LC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Dept. of Measurement, Evaluation, and Computer Applications.
Note: Paper presented at Annual Meeting of the National Association for Research in Science Teaching (43rd, Minneapolis, Minn., March 5-8, 1970)