Standardized Test Information-Does It Make a Difference in Black Student Performance?

The effect upon pupil performance of providing elementary level teachers various types of standardized test information was assessed. The results of an analysis of covariance model revealed no significant differences in standardized achievement or intelligence between second to sixth grade low socio...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1976-09, Vol.70 (1), p.26-31
Main Authors: Anttonen, Ralph G., Fleming, Elyse S.
Format: Article
Language:English
Subjects:
Arithmetic
Covariance
Grade levels
Intelligence quotient
Intelligence tests
Mathematical concepts
Social studies learning
Standardized tests
Students
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Summary:The effect upon pupil performance of providing elementary level teachers various types of standardized test information was assessed. The results of an analysis of covariance model revealed no significant differences in standardized achievement or intelligence between second to sixth grade low socio-economic level children whose teacher had one of four types of test information (randomly assigned) for each child in her class. The four test information groups were: 1) Stanford Achievement scores 2) Kuhlman-Anderson IQ scores 3) the combination of Stanford Achievement and Kuhlman-Anderson IQ, and 4) no standardized test information. The usefulness of providing standardized test scores to teachers was questioned. The importance of examining and assessing alternative evaluation models was stressed.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1976.10884942