Teacher Knowledge of Standardized Test Information and its Effect on Pupil I. Q. and Achievement

Abstract

An examination of the effect upon pupil performance of providing second grade teachers with either I.Q. test information, achievement test information, I.Q. and achievement test information, or no test information within the context of teachers’ views toward testing was undertaken. Analyses of covariance of final I.Q. and achievement and test scores for the 567 second grade pupils enrolled in twenty-three classes revealed that there were no significant differences as a function of the kind of test information distributed to the teachers. Second grade students whose teachers had high-middle opinions of tests did score significantly higher on final vocabulary achievement and on arithmetic achievement than did students of teachers with low opinions of standardized tests. Sex differences also emerged.