Standardized tests : irregularities in the administering of tests affect test results

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Genevieve Hodgin Gay (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David H. Reilly

Abstract: This study sought to determine whether irregularities exist in the administering of standardized tests. It was hypothesized that irregularities do exist: inaccurate timing, altering answer sheets, coaching, teaching the tests, errors in scoring/reporting, and student cheating. The participants were the eight education regional research/test coordinators and 265 teachers, randomly selected, who administer the California Achievement Tests in Grades 3, 6, 8, and the North Carolina Competency Tests in Grade 10 from 18 school districts representing urban and rural schools, schools at the poverty level, those above the poverty level, and large and small districts. The data were collected from a survey sent to the 265 teachers and personal interviews with the eight research/ test coordinators in the spring of 1989. These data were analyzed to determine if irregularities do exist in the administering of standardized tests, the reasons for careless or abuse of testing procedures, by whom is pressure applied for examinees to excel, and what recommendations can be made to improve the ethics of test administration.

Additional Information

Language: English
Date: 1989
Achievement tests $z North Carolina
Public schools $z North Carolina $x Examinations

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