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ERIC Number: ED049273
Record Type: RIE
Publication Date: 1971-Feb
Pages: 21
Abstractor: N/A
Reference Count: 0
Test Achievement: Expectation and Reality.
Egelston, Richard L.
Levels of aspiration and student predictions as applied to test performance were employed in this longitudinal investigation of the process of self-evaluation. Two hundred and ten students from a rural secondary school in general and earth science classes were grouped according to previously demonstrated academic ability. Throughout the school year, the students were asked to predict the percentage score they would receive on each unit test they took immediately before and after its administration. Although explicit instructions about how to make predictions were not given, several students were able to improve their predictions over time. More able students tended to be more accurate in their predictions than the less able; and there appeared to be no sex differences operating. Trend analyses were conducted to ascertain the effect of practice upon learning how to make realistic predictions. The rate of improvement tended to be higher for high ability students, who gained the most from repeated performance. It is suggested that, since the study was limited to the familiar task of test taking, students were more likely to assess their performance accurately on this activity than on a less familiar one. Because many important decisions must be made by the individual, on the basis of ability and interests, after he has left the formal educational setting, a strong recommendation is made for the teaching of self-appraisal techniques within the regular school curriculum. The science classes are proposed as a logical place to start such instruction. (TA)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York, February 1971