A learning module for interpretation of standardized test scores: Development and evaluation

Vicky Rose Farrow, Purdue University

Abstract

The effectiveness of a researcher-constructed instructional video and workbook on the interpretation of standardized test scores was tested on 151 undergraduate educational psychology students. A post-test-only experimental design was used to test the participants' understanding of basic measurement concepts. Participants who were exposed to the instructional unit prior to testing scored significantly higher on the assessment post-test than those with no exposure. However, overall performance on the test was weak for both groups. Statistically significant differences were also found between students with high math backgrounds vs. low math backgrounds. No differences were found based on teaching area (elementary vs. secondary). A qualitative component of the study examined the attitudes and beliefs of these preservice education students on various assessment issues. A majority (62.3%) of participants believe that there is a need for a required undergraduate assessment course for preservice teachers. Feedback for improvement of the instructional video was also solicited from participants. ^

Degree

Ph.D.

Advisors

Major Professor: J. William Asher, Purdue University.

Subject Area

Education, Tests and Measurements|Education, Educational Psychology

Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server
.

Share

COinS