A study of student attitudes towards basic standards testing
File(s)
Date
1999Author
Rivard, Jean M.
Publisher
University of Wisconsin--Stout
Advisor(s)
Hopkins-Best, Mary
Metadata
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The purpose of this descriptive study was to investigate student attitudes towards Basic Standards testing and student preparation for Basic Standards testing. The persons in this study were 128 11th grade students enrolled at North High School in the Minneapolis school district during the spring of 1999. Ten homerooms were selected for this study. Five 11th grade homerooms were made up of students that passed the Basic Standards exam, and five homerooms were made up of 11th grade students that had not passed the Basic Standards exam. The Class of 2000 will be the first class required to pass Basic Standards testing to receive their high school diploma. Results were utilized to understand the relationship between student’s belief that students should have to pass the Basic Standards exam to graduated from high school and passing the exam. Results indicated that more passing students believed students should have to pass the exam to graduate than non-passing students. Results were utilized to understand the relationship between students belief that requiring students to pass the Basic Standards exam makes graduation from high school more meaningful and passing the exam. Results indicated that there was no relationship between students belief that passing the exam made graduating from high school more meaningful and passing the exam. Results were utilized to understand the relationship between the amount of time a student spends studying for courses every week outside of school and passing the Basic Standards exam. Passing students reported spending less time studying for courses every week outside of school than non-passing students. Results were utilized to understand the relationship between how students prepare for the Basic Standards exam and passing the exam. Passing and non-passing students participated in minimal preparation activities for the Basic Standards exam. Results were utilized to understand the relationship between the total amount of time students spent preparing to take the exam and passing the exam. Results indicated there was no relationship between the amount of time students spent preparing for the exam and passing the exam. Results were utilized to understand the relationship between student’s belief that they were prepared to take the exam and passing the exam. More passing students reported they felt prepared to take the exam. More non-passing students reported they did not feel prepared to take the exam. Results were utilized to indicate what sections of the Basic Standards exam students had passed. The majority of non-passing students had passed none or one out of three sections of the Basic Standards exam. Therefore, the majority of non-passing students had two or three sections out of three sections of the exam to pass before they can graduate. Based on the data collected, administrators, counselors, teachers, and parents should better utilize existing resources to prepare students for Basic Standards testing.
Permanent Link
http://digital.library.wisc.edu/1793/39321Description
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