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ERIC Number: ED353338
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Quest for Test Success: Preservice Teachers' Views of "High Stakes" Tests.
Kher-Durlabhji, Neelam; Lacina-Gifford, Lorna J.
Standardized test scores are used to determine outcomes at national, state, and local school district levels; and teachers feel pressure to raise their students' scores on high stakes tests. This study evaluated score enhancing strategies most likely used by student teachers and their perceptions about the degree of appropriateness of these strategies. At the end of their student teaching experience, 74 student teachers responded to 2 questionnaires each with 17 items reflecting teacher strategies for test score enhancement. In the first questionnaire, preservice teachers rated 17 items for frequency of use on a 6-point scale. In the second questionnaire, the teachers rated the same 17 items for appropriateness of use on a 6-point scale. Descriptive statistics and correlations were computed. Score enhancement strategies considered inappropriate included altering answers, dismissing low achieving students from taking the test, presenting actual test items for practice, allowing more time for students to take the test, and giving hints to students. Appropriate strategies included checking the completed answer sheets, teaching test taking skills, and preparing teaching objectives based on standardized test items. Other strategies received mixed ratings. The results highlight the need for preservice teachers to consider ethical issues concerning test preparation strategies. Three tables are included. (Author/RLC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A