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ERIC Number: ED362565
Record Type: Non-Journal
Publication Date: 1993
Pages: 49
Abstractor: N/A
Reference Count: N/A
The Effects of Repetitive Assessment on Academic Achievement and Pupil Self-Esteem.
Snow, Wendy M.
A strategy that has surfaced as a means of promoting success in the classroom is that of automatic retesting for all children whose scores are unsatisfactory on any administered test. The purpose of this investigation was to determine whether the automatic retesting of every student not scoring above a certain point on unit tests is actually beneficial for the child. Two fifth-grade classes of 29 students in Virginia were chosen for the study. Unit tests and retests administered over 7 months were recorded for science, mathematics, social studies, and English; and students were asked to respond to a brief survey asking their feelings about the retest policy. Sixteen teachers and parents of 20 children also responded to surveys about the policy. Average test scores were increased when retesting with the original occurred, and scores in most areas were increased by similar, but not identical, retests. Survey results suggest that parents, teachers, and students benefit from retesting, although some parents have concerns about the fairness of teacher retesting policies. Implications for classroom practice and further research are discussed. Three figures and one table present study findings. Three appendixes contain the surveys. (Contains 6 references.) (SLD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A