Peer reviewedERIC Number: EJ432070
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: N/A
A Developmental Perspective on Standardized Achievement Testing.
Paris, Scott G.; And Others
Educational Researcher, v20 n5 p12-20 Jun-Jul 1991
Explores the cumulative impact of repeated standardized testing on student attitudes and motivation. By high school, a large number of students, especially low achievers, become disillusioned about tests, are less motivated to give genuine efforts, and increasingly use inappropriate test-taking strategies, undermining test validity and genuine learning. (CJS)
Descriptors: Achievement Tests, Criterion Referenced Tests, Elementary School Students, Elementary Secondary Education, Low Achievement, Politics of Education, Psychometrics, Response Style (Tests), Secondary School Students, Self Concept, Self Efficacy, Standardized Tests, Student Motivation, Surveys, Test Anxiety, Test Coaching, Test Reliability, Test Validity, Testing Problems
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
