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ERIC Number: EJ1062686
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: EISSN-2161-4210
Growing up with No Child Left Behind: An Initial Assessment of the Understanding of College Students' Knowledge of Accountability Testing
Zilberberg, Anna; Anderson, Robin D.; Swerdzewski, Peter J.; Finney, Sara J.; Marsh, Kimberly R.
Research & Practice in Assessment, v7 p12-25 Sum 2012
Despite the extensive testing for federal accountability mandates, college students' understanding of federal accountability testing (e.g., No Child Left Behind, Race to the Top, Spellings) has not been examined, resulting in a lack of knowledge regarding how such understanding (or lack thereof) impacts college students' behavior on accountability tests in higher education contexts. This study explores college students' understanding and misconceptions of federal accountability testing in K-12. To this end, we crafted nine multiple choice items with four distracters and piloted these items with two college student samples. The results indicated that college students tend to be moderately confident in their responses regardless of the accuracy of the response. These findings imply that educating students on the purpose and process of accountability testing will require not only imparting correct information, but also debunking misconceptions.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top