| Автор | Moore, William P. |
| Дата выпуска | 1994 |
| dc.description | Although standardized tests have been in use for years, there is a lack of consensus about what constitutes appropriate student preparation for testing. Popham (1991) demonstrated that teachers and administrators view preparation in different ways and noted that there is considerable diversity of opinion about which practices are appropriate and inappropriate. Other researchers have attempted to create standards or guidelines for determining appropriate testing practice, but these do not appear to capture the diversity of teacher-initiated preparation. Do teachers and testing specialists see preparation in the same way? What practices fall into the grey area of being not appropriate but not necessarily unethical? This study examines eight categories (40 practices) of preparation or teacher intervention to maximize student test performance. Teachers (N = 42) and testing specialists (N = 10) were asked to examine practices and determine how appropriate or inappropriate the practices were for a specified test. Results show that teachers consistently rate practices to be more appropriate than do testing specialists. Significant differences between teachers and specialists were found for six of the eight categories of preparation. Practices such as motivational activities, pretest interventions, same format preparation, and previous form preparation were perceived to be less evident regarding the appropriateness of their use by teachers in the classroom. This article concludes with a call for test developers and school district representatives to collaborate to determine the appropriateness of testing practice for local needs and a recognition that concrete and widely disseminated guidelines for testing practices are needed for a variety of tests and instructional decisions. |
| Формат | application.pdf |
| Издатель | Lawrence Erlbaum Associates, Inc. |
| Копирайт | Copyright Taylor and Francis Group, LLC |
| Название | Appropriate Test Preparation: Can We Reach a Consensus? |
| Тип | research-article |
| DOI | 10.1207/s15326977ea0201_3 |
| Electronic ISSN | 1532-6977 |
| Print ISSN | 1062-7197 |
| Журнал | Educational Assessment |
| Том | 2 |
| Первая страница | 51 |
| Последняя страница | 68 |
| Выпуск | 1 |
