ed 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. Field reported that teachers who focus on teaching the standardized test, tend to experience boredom, and those who prepare for the tests within their own standards, according to planned lessons, tend to enhance student performance. Thus these measures make a difference in the testing which makes a difference in the outcome.
Types of tests used makes a difference as well. For example, the use of videotape performance assessment technique was assessed by Doering (2000). The author investigated this technique with physical education students and found that, although more time consuming, this type of assessment was a more accurate measure of student learning (p. 47).
Tests As Accurate Measures of Public Education
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