Growing up with No Child Left Behind: An Initial Assessment of the Understanding of College Students' Knowledge of Accountability Testing

Autor/inn/en	Zilberberg, Anna; Anderson, Robin D.; Swerdzewski, Peter J.; Finney, Sara J.; Marsh, Kimberly R.
Titel	Growing up with No Child Left Behind: An Initial Assessment of the Understanding of College Students' Knowledge of Accountability Testing
Quelle	In: Research & Practice in Assessment, 7 (2012), S.12-25 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-4210
Schlagwörter	Accountability; Testing Programs; Federal Programs; Federal Regulation; Educational Legislation; Federal Legislation; College Students; Misconceptions; Student Behavior; Student Attitudes; Elementary Secondary Education; Multiple Choice Tests; Familiarity; Knowledge Level; Self Efficacy; Attitude Measures + Suchen Sie Ihr Suchwort? Verantwortung; Bundeskompetenz; Bildungsrecht; Schulgesetz; Bundesrecht; Collegestudent; Missverständnis; Student behaviour; Schülerverhalten; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wissensbasis; Self-efficacy; Selbstwirksamkeit
Abstract	Despite the extensive testing for federal accountability mandates, college students' understanding of federal accountability testing (e.g., No Child Left Behind, Race to the Top, Spellings) has not been examined, resulting in a lack of knowledge regarding how such understanding (or lack thereof) impacts college students' behavior on accountability tests in higher education contexts. This study explores college students' understanding and misconceptions of federal accountability testing in K-12. To this end, we crafted nine multiple choice items with four distracters and piloted these items with two college student samples. The results indicated that college students tend to be moderately confident in their responses regardless of the accuracy of the response. These findings imply that educating students on the purpose and process of accountability testing will require not only imparting correct information, but also debunking misconceptions. (As Provided).
Anmerkungen	Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01