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ERIC Number: ED529376
Record Type: Non-Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1548-6613
Our Students Suffer from Both Lack of Knowledge and Consistency: A PPT (Potential Performance Theory) Analysis of Test-Taking
Rice, Stephen; Geels, Kasha; Trafimow, David; Hackett, Holly
Online Submission, US-China Education Review B 6 p845-855 2011
Test scores are used to assess one's general knowledge of a specific area. Although strategies to improve test performance have been previously identified, the consistency with which one uses these strategies has not been analyzed in such a way that allows assessment of how much consistency affects overall performance. Participants completed one of many exams over a variety of educational subjects. PPT (Potential Performance Theory) (Trafimow & Rice, 2008; 2009) was used to analyze their scores. Results indicated that consistency played a large role in affecting observed performance. Had participants been perfectly consistent, their observed performances would have been significantly higher. Analysis of sample individual data revealed that different individuals need to work specifically on either consistency, content knowledge, or both. (Contains 2 tables and 2 figures.)
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A