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ERIC Number: ED041040
Record Type: Non-Journal
Publication Date: 1970-Mar
Pages: 30
Abstractor: N/A
Reference Count: N/A
Interpreting Intelligence Test Results to Elementary Teachers.
Beggs, Donald L.; Mayer, G. Roy
The purpose of this study was to investigate the effects of intelligence test results communicated to teachers in various ways by elementary school counselors on (a) teachers' perceptions, and (b) subsequent student achievement and IQ scores. Teacher awareness of student IQ appeared not to influence, to a statistically significant degree, her ratings of students overall achievement relative to one another. It did, however, appear to influence (p .05) the IQ scores she assigned to her students. When the score reported to the teacher was considerably discrepant (10 points or more) from that which she estimated for the student, a second estimate of the child's IQ score appeared to change considerably. The manner in which IQ test results were communicated to teachers appeared to have no significant influence on their estimates of students' scores. However, it did appear to influence their estimates of the students' overall achievement relative to one another. The results indicate that the procedure of changing teacher expectancy must be thoroughly investigated. (Author/GS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Illinois State Office of the Superintendent of Public Instruction, Springfield.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests