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首页> 外文OA文献 >The effect of formal instruction in test taking skills using the Riverside 'Improving Test Taking Skills' materials on standardized achievement test scores of students in fourth and fifth grade.
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The effect of formal instruction in test taking skills using the Riverside 'Improving Test Taking Skills' materials on standardized achievement test scores of students in fourth and fifth grade.

机译：使用Riverside的“提高应试技巧”材料进行的正式指导对应试技巧的影响对四年级和五年级学生的标准成绩测验分数。

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摘要

Researchers have suggested that knowledge of how to take a test decreases the validity of achievement test scores as measures of content knowledge. Further, teaching students test taking skills generally improves student achievement test scores. However, little research exists regarding the efficacy of commercially prepared materials for formal test-wiseness instruction. Fourth and fifth grade students in 15 elementary schools participated in this study. Students in the Volunteer Selected group received instruction in test taking skills using the Riverside Improving Test Taking Skills materials. Students in the Volunteer Not-Selected group received whatever test taking skill instruction their teachers provided as a result of wanting, but not being selected, to participate in the study. Students in the Control group received what was considered "normal" instruction in test taking skills. A gain score ANOVA of NCE scores from standardized testing was used to determine statistical significance on the Composite Battery and the Reading and Mathematics subtests. When reliable differences were indicated effect sizes were calculated. Formal instruction in test taking skills resulted in significant effects for fourth grade students on the Composite battery and the Mathematics subtest. However, average gains for students in the Volunteer Not-Selected group were as great as for students who received instruction using the Riverside materials. Significant effects for the Reading subtest were indicated only for achievement level. Positive effects were indicated for fifth grade students in the Volunteer Not-Selected group on the Composite and Mathematics subtest. At the fourth grade differential effects were indicated for achievement level, sex, and SES, but not for ethnicity. At the fifth grade achievement level, sex, SES, and ethnicity resulted in differential effects for students in all three groups. In summary, test taking skill instruction appeared beneficial to fourth grade students regardless of whether the instruction was delivered using the Riverside materials or using teacher made or teacher collected materials. At the fifth grade data the results were less clear cut. Further research must be conducted before policies can be established and educators can use with confidence, or not use at all, commercially prepared test taking skill instructional materials.
机译：研究人员建议，关于如何参加考试的知识会降低成绩测验分数作为内容知识测度的有效性。此外，教学生应试技巧通常可以提高学生成绩测验分数。然而，关于商业制备的材料用于正式的测试明智指导的功效的研究很少。 15个小学的四年级和五年级学生参加了这项研究。志愿者选择小组的学生使用Riverside改进的应试技巧材料接受了应试技巧的指导。自愿但未选定组的学生由于希望但未被选定而参加研究而接受了老师提供的任何技能指导考试。对照组的学生接受了所谓的“正常”考试技巧指导。来自标准化测试的NCE分数的增益分数ANOVA用于确定复合电池以及阅读和数学子测验的统计显着性。当指示出可靠的差异时，计算效果大小。考试技巧的正式指导对四年级学生的综合电池和数学子测验产生了重大影响。但是，“未入选志愿者”组的学生的平均收益与接受使用Riverside材料的指导的学生一样多。 Reading子测验的重大影响仅表示成就水平。在“复合和数学”子测验中，“未选志愿者”组的五年级学生表现出积极的影响。在四年级时，对成就水平，性别和SES表示不同的影响，但对种族没有影响。在五年级成绩水平上，性别，SES和种族对所有三个组的学生产生了不同的影响。总而言之，应试技巧教学对四年级学生而言似乎是有益的，无论该指导是使用Riverside教材还是使用老师制作或老师收集的教材交付的。五年级的数据结果不那么清晰。在制定政策之前，必须进行进一步的研究，并且教育者可以放心使用或完全不使用商业准备的应试技能指导材料。

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    Cushing Katherine Susan.;

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  • 年度 1988
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