 Will different expectations affect the performance and the overall scores of a standardized test?

 A standardized test can be used throughout the nation to test the aptitude of students in different subjects and areas.  Standardized testing is used in schools because the material on the test is general, and many students have learned it.  Open ended questions do not have a provided answer. Closed questions have choices that the respondent can choose  A good survey should avoid using slang, strong adjectives, using the words and, not, and covering all the answers when using multiple choice.  Convergent thinking is “the ability to focus in on a single solution to a problem.”

 It is hypothesized that, if a perception or prediction about the difficulty of a standardized test is given to a subject, then the subject’s expectation will be reflected in the test score.

 Pens and Pencils  Computer  Calculator  Timer  Paper  Human Subjects  SAT Preparation Book

 1. Two surveys were made: one survey for before the test was taken and another for after the test was taken.  2. Next, a test with standardized questions was made.  3. Participants sat in the same room and instructions were given. Depending on the group, a brief and general explanation of the matter of the test and the difficulty level was given.  4. Then survey number one was completed, being answered as completely and as honestly as possible.  5. Following that, the surveys were collected, and the tests were distributed.  6. Participants were not allowed to read the test or pick up their pencils until everyone received a test. An allotted time of ten minutes was given for each section, and after the time was up, the tests were collected.  7. Afterwards, the second survey was distributed and then collected when the participants were finished.  8. The tests were scored, by using a proportional system. Each section was totaled to 800 points, so the whole test was worth 2400 points.

 Independent Variable: Group A and Group B  Dependent Variable: Test Scores and Survey Ratings  Control: Group C  Constants: Standardized test, the time allotted to take the test, gender of the participants, surveys

Group A-Group BGroup B-Group CGroup C-Group A

 The hypothesis was rejected because Group B was predicted to score the highest, followed by Group C, and Group A was supposed to have the lowest scores However, the opposite occurred: Group A scored the highest (1160), followed by Group C (1150), then with Group B with the lowest score (1080), and furthermore, statistically, there is no difference in the scores  Two science classes were tested in each group: one regular and one honors high school science class. This was done to help balance the scores  On the first survey, the first question asked what the participants thought the test’s difficulty would be. Group A on average rated it as a four out of ten. Group B rated the test as an eight on average, and Group C’s average rating was a six.  On the first survey, the second question asked the participants to rate how they believed they would perform on the test with one being the worst and ten being the best. Group A rated their expected performance as an eight on average, Group B a five and Group C a seven.  In the second survey, the first questions asked the participant to rate the difficulty level after taking the test, with one being very easy and ten being very hard. Both Group A and Group B had an average rating of eight, while Group C had an average rating of seven.  The second question from the second survey asked the participants how they believed they performed on the test with one being the very poorly and ten being very well. Both Group A and Group B rated their performance as a four. Group C rated their performance as a five.

 The participants in honors courses scored much higher than the participants in regular courses. Also, the participants in honors courses thought the test would be easier; they thought their performance was good, as well.  In Group B, an honors freshman class was tested instead of an honors sophomore class.  The answer sheet to the standardized test had bubbles that could be filled in for answers a, b, c, and d, but there was no bubble for choice e. This may have hindered the participants from choosing choice e.  Participants started to lose interest and focus toward the end of testing.  Subjects many not have taken the test seriously.  The subjects consisted only of females from the ages of fourteen to sixteen, so different test pools may yield different results.  The experiment should have been tested on a variety of people, who belong to the same education level and a larger test pool. Also, the standardized test should be shortened, and the answer sheet should correspond to the test.

 About the SAT. (2011). What does the SAT test. Retrieved October 5, 2011, from ‌ why- sat/ ‌ topic/ ‌ sat/ ‌ what-is-the-sat  Brain & Nervous System Health Care. (2009, October 1). Retrieved October 7, 2011, from ‌ brain/ ‌ picture-of-the-brain  Chuldler, E. H. (2011). The Synapse. Retrieved October 18, 2011, from ‌ chudler/ ‌ synapse.html  Davidmann, M. (1998). How the Human Brain Developed and How the Human Mind Works. Retrieved October 7, 2011, from ‌ articles/ ‌ humind.html  Frontal Lobes. (2011). Retrieved October 19, 2011, from ‌ tbi/ ‌ bfrontal.shtml  How the SAT is Scored. (2011). Retrieved October 7, 2011, from ‌ scores/ ‌ how-sat-is- scored  Johnson, G. S., Jr. (2002). About Brain Injury:A Guide to Brain Anatomy, Function and Symptoms. Retrieved October 7, 2011, from ‌ brainfunction.html  Key, J. P. (1997). MODULE S5 - “t” TEST. Retrieved January 29, 2012, from ‌ ag/ ‌ agedcm4h/ ‌ academic/ ‌ aged5980a/ ‌ 5980/ ‌ newpage26.htm  McNamara, C., MBA, PhD. (n.d.). Basics of Developing Questionnaires. Retrieved October 7, 2011, from ‌ businessresearch/ ‌ questionaires.htm  Occipital Lobes. (2011). Retrieved October 19, 2011, from ‌ tbi/ ‌ boccipit.shtml  Outtz, Goldstein, & Ferreter. (2005, April). Convergen and Divergent Thinking: Examining the Impact of Test Response Format on Subgroup Differences. Retrieved October 20, 2011, from ‌ cfe/ ‌ outtz_presentation_21century_skills.pdf  Parietal Lobes. (2011). Retrieved October 19, 2011, from ‌ tbi/ ‌ bparieta.shtml  Robinson, Adam, and Jeff Rubenstein. Cracking the PSAT Edition ed. NewYork: Random House, Inc., Print  Spinal Cord Anatomy. (2010). Retrieved October 18, 2011, from ‌ spinalcord.html  Stevenson, J., BS, MS. (1998). The Human Brain. Retrieved October 19, 2011, from ‌ author.html  Temporal Lobes. (2011). Retrieved October 19, 2011, from ‌ tbi/ ‌ btemporl.shtml  Young, K. (2005). Examples. Retrieved October 6, 2011, from ‌ ~youngka7/ ‌ testing.html