Premium
THE EFFECT OF PRACTICE SESSIONS ON THE USE OF SEPARATE ANSWER SHEETS BY FIRST AND SECOND GRADERS
Author(s) -
RAMSEYER GARY C.,
CASHEN VALJEAN M.
Publication year - 1971
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1971.tb00922.x
Subject(s) - raw score , session (web analytics) , test (biology) , mathematics education , psychology , maturity (psychological) , computer science , raw data , mathematics , statistics , developmental psychology , paleontology , world wide web , biology
The purpose of this study was to determine the effect of formal practice sessions on the ability of first and second graders to use separate answer sheets on the California Test of Mental Maturity. The Ss were all 79 pupils enrolled in these grades at one elementary school. Academically, these Ss were above average. Through the use of a counterbalanced design, the CTMM was administered twice to all Ss; once employing the usual answer marking format contained in the test booklet and once employing a separate answer sheet preceded by a formal practice session. Significant mean raw score differences between formats of 10.30 and 7.19 were obtained for Ss in grades one and two respectively in favor of the booklet format. Accuracy scores, which removed the effect of speed from raw score performances, were also analyzed and the results confirmed the superiority of the booklet format. It was concluded that even with prior practice sessions, above average pupils in grades one and two are unable to utilize separate answer sheets in an effective manner.