Thesis - campus only access
Date of Award
Master of Arts (MA)
The purpose of this study was to research the comparisons of scores received on teacher-made tests, published tests that accompany the textbook, and disguised published tests, which were published tests in handwritten form. The study was performed in a typical junior high school and the population was chosen from the ninth grade. The subjects were divided into three sections of Algebra I which met in the morning. It was determined that the three groups were comparable for this study by using an analysis of variance on scores the students received on the Orleans Hanna Algebra Prognosis Test. The three types of tests of interest in this study were administered over a nine week period during the school year of 1977-1978. By using an analysis of variance on the averages of the scores the students received, it was determined that there was not a significant difference in scores received on the teacher-made test, the published tests, and the disguised published tests. An attitude survey was also administered and the results from this survey indicated the students taking the different tests did not vary greatly in their responses to statements dealing with tests preference, scores received and level of test difficulty. This indicated that student attitude toward the types of testing procedures was not a major factor of this study.
Gross, Dora E., "Teacher-Made Tests Versus Published Tests, a Comparison of Scores" (1978). Master's Theses. 1703.
Copyright 1978 Dora E. Gross