ERIC Number: EJ906440
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 23
Science or Reading: What Is Being Measured by Standardized Tests?
Visone, Jeremy D.
American Secondary Education, v39 n1 p95-112 Fall 2010
This study examined reading issues associated with a standardized science test. Grade 11 students in Connecticut were shown released science test items and asked about the reading issues associated with the items. Findings suggested that students varied in their understanding of the nature of the items and in their ability to read for detail. The analysis of responses indicated that students perceived the following factors to be influences on their understanding of items: background information, information provided by items, unique item features, and ability to handle the challenges presented by items. Findings raised questions about interpretations of students' science content knowledge that are based solely on standardized tests. (Contains 3 tables.)
Descriptors: Test Items, Standardized Tests, Science Tests, Grade 11, Secondary School Science, Scientific Concepts, Comprehension, Science Process Skills, Reading Skills, Reading Comprehension, Readability, Focus Groups
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 11; High Schools
Authoring Institution: N/A
Identifiers - Location: Connecticut