IMPROVING STUDENT TEST SCORES
Recommendations for Solving the Problem of Low Test Scores on the Ohio Educational Assessment for Science at Hampton High School
Liberty Student
School of Education, Liberty University
In partial fulfillment of EDUC 850
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Student Name, 1971 University Boulevard, Lynchburg, VA 24515. Email: [email protected]
Theoretical Framework
The main purpose of the theoretical framework is to guide the research and allow the researcher to focus on a specific goal (Merriam & Tisdell, 2016). In addition, a solid theoretical framework is used to identify the problem related to the research topic, guide the development of the research questions, and determine the best type of research method for answering those questions. The theory used to explain this research was the measurement of intelligence theory by Binet and Simon (1916).
The measurement of intelligence theory by Binet and Simon (1916) provides a framework and foundation for modern standardized tests. The theory posits that intelligence cannot be measured through a singular tool; rather, the broad nature of one’s intelligence can only be fairly measured when compared to others of similar backgrounds. In France, Binet was tasked with identifying students that needed additional assistance in their educational journey as compulsory attendance became mandatory (Cherry, 2019). This led to the creation of the Binet-Simon scale, which later became known as the Stanford-Binet Intelligence Scale when it was standardized by Stanford University psychologist, Lewis Terman (United States Congress, Office of Technology Assessment, 1992). Because many modern standardized tests are based on Binet and Simon’s measure of intelligence theory and, likewise, the Stanford-Binet Intelligence Scale, this theory is an appropriate choice for this study which seeks to improve standardized assessment scores.
According to Bertolini et al. (2012), several factors impact students’ performance on standardized tests. There are also several strategies that may be implemented at various levels within the structure of a school to help improve students’ performance on standardized tests (Education World, 2019; Garcia & Thornton, 2014; National Association of Elementary School Principals, 2011). This research sought to identify themes related to the problem of students’ low-test scores on the OEA for Science, which is a standardized test; thus, Binet and Simon’s (1916) Measurement of Intelligence Theory is a logical choice for this research.
References
Bertolini, K., Stremmel, A., & Thorngren, J. (2012). Student achievement factors (ED569687). ERIC. https://files.eric.ed.gov/fulltext/ED568687.pdf
Binet, A., & Simon, T. (1916). The development of intelligence in children: The Binet-Simon scale. Williams & Wilkins, Co. https://doi.org/10.1037/11069-000
Cherry, K. (2019). Alfred Binet and the history of IQ testing. Very Well Mind. https://www.verywellmind.com/history-of-intelligence-testing-2795581
Education World. (2019). Boosting test scores: Principal strategies that work. https://www.educationworld.com/a_admin/admin/admin366.shtml
Garcia, L. E., & Thornton, O. (2014, November 18). The enduring importance of parental involvement. NEA Today. http://neatoday.org/2014/11/18/the-enduring-importance-of-parental-involvement-2/
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design an implementation (4th ed.). Wiley Publishing.
National Association of Elementary School Principles. (2011). Using student achievement data to support instructional decision making. http://www.naesp.org/sites/default/files/Student_Data_0.pdf
U.S. Congress, Office of Technology Assessment. (1992). Testing in American schools: Asking the right questions. U.S. Government Printing Office.