Date

2009

Document Type

Article

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Beth Ackerman

Primary Subject Area

Education, Secondary; Education, Social Sciences; Education, Tests and Measurements

Keywords

End-of-Course Test, Self-Corrective Measures, Self-Grading, Standardized Tests

Abstract

This study examined whether students who graded and corrected their own test papers improved their learning and standardized test scores on the North Carolina end-of-course test in United States History. Four preexisting, intact classrooms of 11th grade United States History students in two different high schools formed the basis of this quasi-experimental, Static Group Comparison Design. Two classes formed the control group, and two classes participated in the alternative assessment strategy, with both groups taking the pretest and posttest in United States History. The control group had their weekly tests graded by the classroom teacher and returned to them, while the experimental group self-graded and corrected their test papers by using a predetermined format focusing on the questions' main ideas. As the semester concluded, each class took the state end-of-course test in United States History. After comparing and analyzing scores, using descriptive statistics and the statistical procedure independent samples t-test, this research study determined it was unlikely the treatment had a positive statistical relationship to higher standardized test scores or that students learned more than with teacher-only grading. Finally, the researcher failed to reject the null hypothesis because students in the treatment group did not achieve statistically higher scores on the North Carolina end-of-course test in United States History than students in the control group.

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