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High-Stakes Testing and Mathematics Performance of Fourth Graders in North Cyprus 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; copyright March / April 200546Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 0022-0671 2Other title: 6 []Uniform titles: | | Related works: 1 40 Osman Cankoya & Mehmet Ali Tut 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- High-Stakes Standardized Tests -- Routine and Nonroutine Mathematics Items -- Test-Taking Skills -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: the Journal of Educational Research 98 (4) : 2005. pp. 234-244 Summary: Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	L 11 J85 (Browse shelf)	Available		PER 954 HS

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ABSTRACT : The authors attempted to determine the effects of a high-stakes standardized testing-driven instructional approach on mathematical performance. The authors developed a multiple-choice mathematics performance test for 1,006 Grade 4 students in 28 North Cyprus schools. Analysis revealed that students who spent more time on testtaking skills performed better, especially in routine mathematics items, than did students who spent less time on testtaking skills. There was no difference observed in test results from nonroutine story problems. However, analysis did indicate that spending too much time on test-taking skills led to memorizing procedures and cuing on surface attributes of a problem. 56

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