ERIC Number: ED469763
Record Type: RIE
Publication Date: 2002-May
Circumventing the Pressures of Standardized Norm-Referenced Tests.
Camel, Christi; Chung, Tom
The state in which the target school is located recently mandated a standardized examination to assess academic progress in high schools. This sparked the interest of the target schools administration and teachers in finding ways to assist students in improving standardized examination performance. A comparison group of 4 classes of approximately 24 chemistry students provided controlled, comparable groups. Two of the four groups received the experimental treatment consisting of four intervention strategies: the Question-Answer Relationship Strategy, the Plus-Minus System, the Multiple Choice Method, and the True/False Method. These methods provided students with the necessary critical reading and thinking skills to use their knowledge and experience effectively in addressing the questions on the standardized examination. Evaluation of the effectiveness of the intervention involved comparison of a standardized examination taken by students from experimental and comparison groups. The change in score indicated the effects of the intervention method, and the statistical significance was evaluated through a two-sample t-test. Results show the average score difference between control and experimental groups to be distinct and significant.The project results show that specific efforts to help students improve their test taking skills, without emphasizing the contents of the examination, can improve the performance of students on standardized, norm-referenced tests. Four appendixes contain sample test items and charts illustrating the intervention strategies. (Contains 18 references.) (Author/SLD)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Action research project, Saint Xavier University and IRI/Skylight Field-Based Masters Program.