Effects of Test Preparation on Performance Results

Statement of the Problem & Study Purpose

The literature has reported that the use of practice tests and preparation for tests results in improved performance results (Field, 2000; Sly, 1999). The current percentage of students passing the science and social studies portion of the Ga. High Graduation Test is a concern. Of students who took the test in 1999-2000, only 37 percent passed the social studies portion, and 25 percent passed the science portion. Since research has pointed out that preparation for tests results in improved test scores, it is reasonable to investigate the effects of a preparation program with this population.

The purpose of this research study will be to empirically explore the effects of a preparation intervention process on science and social studies test scores.

The research question is as follows: How will the intervention process effect science and social studies diagnostic and graduation test scores?

Hypothesis 1. Post-test science and social studies test scores will be significantly higher than pre-test scores for students participating in the intervention program.

Hypothesis 2. Students participating in the intervention program will have significantly higher science and social studies graduation test scores, than those not participating in the program.

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t that assessment plays a large role in teacher education programs and accreditation standards. Since test scores are important in many functions of the educational process, it is important that they best reflect the student's prior knowledge. Effects of Specific Test Preparation & Practice Tests The use of practice tests was explored by Sly (1999). Sly reported findings of a study with 417 students who took a practice test prior to the unit assessment, compared to 197 control subjects. The practice test group showed significantly higher levels of performance, leading to the conclusion that this technique does improve test performance. Preparation for standardized tests was investigated by Field (2000). Field reported findings that the teachers who only focused on teaching the standardized test, tended to experience boredom, as did the students receiving this instruction. Those teachers who prepared for the standardized tests within their own standards, according to their own planned lessons, tended to enhance student performance. Thus the more authentic types of preparation measures made a difference in the learning process as well as the testing outcome. Effects of Teaching Strategies Since performance results ar
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Some common words found in the essay are:
Practice Tests, Teaching Strategies, Take-Ten Program, Internet Results, Diagnostic Test, Question Hypothesis, Graduation Test, Data Analysis, Sharpe Schimmel, M9-M11 Mukherjee, social studies, science social studies, science social, graduation test, test scores, test preparation, practice tests, teaching strategies, graduation test scores, intervention program, take-ten program, intervention process, social studies portion, data school improvement, assessment data school,
Approximate Word count = 1235
Approximate Pages = 5 (250 words per page)

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