Relationships between the Use of Test Results and US Students' Academic Performance
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| Title: | Relationships between the Use of Test Results and US Students' Academic Performance |
|---|---|
| Language: | English |
| Authors: | Li, Hongli, Fortner, C. Kevin, Lei, Xiaoxuan |
| Source: | School Effectiveness and School Improvement. 2015 26(2):258-278. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Academic Achievement, Tests, Evaluation Utilization, Mathematics Achievement, Reading Achievement, Science Achievement, Performance Based Assessment, Questionnaires, Standardized Tests, Factor Structure, Factor Analysis, Statistical Significance, Scores, Information Utilization, Teacher Evaluation, Administrator Evaluation, Hypothesis Testing, Student Records, Outcome Measures, Predictor Variables, Correlation, Schematic Studies, Elementary Secondary Education |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.1080/09243453.2014.898662 |
| ISSN: | 0924-3453 |
| Abstract: | In this study, we examined relationships between the use of test results and US students' math, reading, and science performance in the Programme for International Student Assessment (PISA) 2009. Based on a literature review, we hypothesized that the 16 items in the PISA school questionnaire, which are related to the use of test results, can be categorized according to 4 factors. We validated this hypothesized factor structure using a confirmatory factor analysis and then obtained composite scores for each factor. As revealed by a multilevel analysis, when student and school demographic variables were controlled for, using test results to hold schools accountable to authority and the public was significantly positively related to students' performance across all 3 subjects. No statistically significant relationship, however, was detected between students' performance and the following uses of test scores: informing parents of their children's performance, providing information for instructional purposes, and evaluating teachers and principals. |
| Abstractor: | As Provided |
| Number of References: | 83 |
| Entry Date: | 2015 |
| Accession Number: | EJ1059877 |
| Database: | ERIC |
| Abstract: | In this study, we examined relationships between the use of test results and US students' math, reading, and science performance in the Programme for International Student Assessment (PISA) 2009. Based on a literature review, we hypothesized that the 16 items in the PISA school questionnaire, which are related to the use of test results, can be categorized according to 4 factors. We validated this hypothesized factor structure using a confirmatory factor analysis and then obtained composite scores for each factor. As revealed by a multilevel analysis, when student and school demographic variables were controlled for, using test results to hold schools accountable to authority and the public was significantly positively related to students' performance across all 3 subjects. No statistically significant relationship, however, was detected between students' performance and the following uses of test scores: informing parents of their children's performance, providing information for instructional purposes, and evaluating teachers and principals. |
|---|---|
| ISSN: | 0924-3453 |
| DOI: | 10.1080/09243453.2014.898662 |
