EJ590628
Effects of Coaching on SAT I: Reasoning Test Scores.

Powers, Donald E.; Rock, Donald A.

Abstract: Used several alternative analytic methods to estimate the effects
of coaching on Scholastic Assessment Test I scores in a sample of more than
4,000 examinees, approximately 500 of whom had attended formal coaching
programs. All estimates suggest that the effects of coaching are far less
than claimed by major commercial test-preparation companies. (SLD)

Title: Effects of Coaching on SAT I: Reasoning Test Scores.
Author: Powers, Donald E.; Rock, Donald A.
Journal Citation: Journal of Educational Measurement, v36 n2 p93-118 Sum
1999 1999
Publication Year: 1999
Document Type: Journal Articles (080); Reports--research (143)
Target Audience: Administrators and Practitioners
ERIC Identifier: EJ590628
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: * College Entrance Examinations; * High School Students; High
Schools; Scores; * Test Coaching; Test Results

Identifiers: *Scholastic Assessment Tests

http://ericae.net/ericdc/EJ590628.htm

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ED443826
Surreptitious Inclusion of Good Teaching in Test Preparation Activities.

Perlman, Carole

Abstract: The president of the school board of the Chicago Public Schools
(CPS) Illinois mandated that the Student Assessment unit provide training
for all CPS teachers on how to help their students score higher on
standardized tests. This paper describes the two books developed as
training materials and their preparation. The first step was a literature
review that culminated in two brief chapters on test-taking skills and
improving students' attitudes and motivation. Several chapters discuss the
skills measured on the district and state assessments and provide some
general hints on preparing students to take tests in these areas. Workshop
training sessions focus on developing students' thinking skills using item
templates that help teachers make their own questions to measure thinking
skills. The overall message of the training sessions and test preparation
books is that standardized tests require that students apply critical
thinking skills, and if students are accustomed to answering those types of
questions on a regular basis in class, they are likely to do better on the
tests. It is difficult to evaluate the impact of the workshops and training
materials. Test scores have been going up in the CPS, but it is not
possible to determine the causal factors. Teachers report seeing the value
of teaching and assessing thinking skills. (SLD)

Title: Surreptitious Inclusion of Good Teaching in Test Preparation
Activities.
Author: Perlman, Carole
Note: Paper presented at the Annual Meeting of the American Educational
Research Association (New Orleans, LA, April 24-28, 2000).
Page Length: 16
Publication Year: 2000
Document Type: Position Paper (120); Conference Paper (150)
Target Audience: Practitioners and Students and Teachers
ERIC Identifier: ED443826
Clearinghouse Identifier: TM031308
You may be able to order this document from the ERIC Document Reproduction
Service.

Descriptors: Elementary Secondary Education; * Inservice Teacher Education;
* Standardized Tests; Student Evaluation; * Test Coaching; Test Wiseness; *
Thinking Skills; Training; Workshops

Identifiers: *Chicago Public Schools IL

http://ericae.net/ericdc/ED443826.htm

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ED435648
The Secrets of Taking Any Test: Learn the Techniques Successful Test-Takers
Know. The Basics Made Easy...in 20 Minutes a Day.

Meyers, Judith N.

Abstract: The test-preparation program in this guide covers all forms of
test taking to help students deal with real-world problems like test
anxiety and insufficient preparation time. The chapters are: (1) "Finding
Out about the Tests You Must Take"; (2) "Making a Study Plan"; (3)
"Carrying Out Your Study Plan"; (4) "Learning Strategies"; (5) "Coping with
Test Anxiety"; (6) "Getting Mind and Body in Shape"; (7) "Managing Study
Schedules"; (8) "Managing Test Days"; (9) "Psyching Out the Multiple Choice
Test"; (10) "More Multiple-Choice Questions"; (11) "Questions on the
Classroom Test"; (12) "Should You Guess? Often, Yes!"; (13) "Managing Your
Time During the Short-Answer Test"; (14) "Preparing for Essay Questions";
(15) "Taking an Essay Test"; (16) "Writing Basics for the Essay Test"; (17)
"Test Yourself: A Practice Civil Service Test"; (18) "Test Yourself: A
Practice Classroom Test"; and (19) "Summing Up." An appendix lists
additional resources. (SLD)

Title: The Secrets of Taking Any Test: Learn the Techniques Successful
Test-Takers Know. The Basics Made Easy...in 20 Minutes a Day.
Author: Meyers, Judith N.
Publication Year: 1997
Document Type: Book (010); Guides--non-classroom (055)
Target Audience: Students
ERIC Identifier: ED435648
Clearinghouse Identifier: TM030250
Available from: Document Not Available from EDRS.
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: Guessing [Tests]; Higher Education; Secondary Education; *
Study Skills; Test Format; * Test Wiseness; Time Management

http://ericae.net/ericdc/ED435648.htm

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EJ556283
No Pain, High Gain Standardized Test Preparation.

Duke, Nell K.; Ritchart, Ron

Abstract: There are many connections between good test taking practices and
good general learning practices. This article offers strategies related to
reading and math instruction and testing. It also describes how to teach
students the fundamentals of standardized tests. Tips for reducing test
stress are provided. (SM)

Title: No Pain, High Gain Standardized Test Preparation.
Author: Duke, Nell K.; Ritchart, Ron
Journal Citation: Instructor, v107 n3 p89-92,119 Oct 1997
ISSN: 1049-5851
Publication Year: 1997
Document Type: Non-classroom Material (055); Journal Article (080)
Target Audience: Teachers and Practitioners
ERIC Identifier: EJ556283
Clearinghouse Identifier: SP526442
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: Elementary Education; * Mathematics Skills; * Reading
Strategies; * Standardized Tests; * Stress Management; Student Attitudes;
Test Anxiety; * Test Format; * Test Wiseness

http://ericae.net/ericdb/EJ556283.htm

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EJ449855
Regaining the Public Trust: A Review of School Testing Programs, Practices.

Canner, Jane

Abstract: The "high stakes" environment surrounding student performance on
standardized achievement tests has pressured educators to improve test
scores--in both appropriate and inappropriate ways. Convened to examine
such testing practices, a National Council on Measurement in Education
developed guidelines for managing ethical, instructional, and credibility
dilemmas associated with test preparation, security, and reporting
practices. (four references) (MLH)

Title: Regaining the Public Trust: A Review of School Testing Programs,
Practices.
Author: Canner, Jane
Journal Citation: NASSP Bulletin, v76 n545 p6-15 Sep 1992
ISSN: 0192-6365
Publication Year: 1992
Document Type: Journal Article (080); Evaluative Report (142)
Target Audience: Policymakers
ERIC Identifier: EJ449855
Clearinghouse Identifier: EA526993
Available from: UMI
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: * Cheating; Elementary Secondary Education; * Ethics; *
Guidelines; Malpractice; * Standardized Tests; * Testing Problems; Test
Wiseness

Identifiers: *Coaching; *National Council on Measurement in Education

http://ericae.net/ericdb/EJ449855.htm

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EJ438908
Test Preparation Programs: Counselors' Views and Involvement.

Michael, Noreen; Edwards, Patricia A.

Abstract: Surveyed 90 elementary and secondary school counselors to examine
strategies employed in test preparation programs, degree to which
counselors follow structured curriculum in presenting test-taking
activities to students, extent to which counselors target particular
strategies, and how counselors evaluate program success. Found counselors
more concerned with immediate results of test preparation activities than
with long-term problem-solving development. (NB)

Title: Test Preparation Programs: Counselors' Views and Involvement.
Author: Michael, Noreen; Edwards, Patricia A.
Journal Citation: School Counselor, v39 n2 p98-106 Nov 1991
ISSN: 0036-6536
Publication Year: 1991
Document Type: Journal Article (080); Research Report (143)
Target Audience: Counselors and Practitioners
ERIC Identifier: EJ438908
Clearinghouse Identifier: CG540398
Available from: UMI
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: * Counselor Attitudes; Counselor Role; Elementary Secondary
Education; School Counselors; * Test Coaching; * Test Wiseness

http://ericae.net/ericdb/EJ438908.htm

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EJ435208
Psychometricians' Beliefs about Learning.

Shepard, Lorrie A.

Abstract: Studies beliefs that psychometricians have about learning through
interviews with 50 school district testing directors. Disputes about
legitimate test preparation and teaching to the test are explained by
differing beliefs about learning and implicit learning theories. Discusses
implications for testing practices. (SLD)

Title: Psychometricians' Beliefs about Learning.
Author: Shepard, Lorrie A.
Journal Citation: Educational Researcher, v20 n7 p2-16 Oct 1991
ISSN: 0013-189X
Publication Year: 1991
Document Type: Journal Article (080); Research Report (143)
Target Audience: Teachers and Practitioners
ERIC Identifier: EJ435208
Clearinghouse Identifier: UD516161
Available from: UMI
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: Administrator Attitudes; * Administrators; * Beliefs;
Educational Policy; Interviews; * Learning Theories; * Psychometrics;
School Districts; * Test Coaching

Identifiers: Teaching to the Test; *Test Directors

http://ericae.net/ericdb/EJ435208.htm

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EJ433853
Meanings of Test Preparation.

Smith, Mary Lee

Abstract: From a survey of Arizona teachers/administrators and observations
in two elementary schools concerning the role of external testing, a
typology of teacher orientation toward preparing students to take
high-stakes achievement tests is identified. Eight categories of teachers'
approaches are contrasted with meanings of test preparation held by other
educators. (SLD)

Title: Meanings of Test Preparation.
Author: Smith, Mary Lee
Journal Citation: American Educational Research Journal, v28 n3 p521-42
Fall 1991
ISSN: 0002-8312
Publication Year: 1991
Document Type: Journal Article (080); Evaluative Report (142)
Target Audience: Teachers and Practitioners
ERIC Identifier: EJ433853
Clearinghouse Identifier: TM515876
Available from: UMI
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: * Achievement Tests; Administrators; Cheating; * Definitions;
Elementary Education; Elementary School Students; * Elementary School
Teachers; School Surveys; * Teacher Attitudes; Teacher Role; * Test
Coaching; Testing Problems; Test Use; Test Wiseness

Identifiers: External Evaluation

http://ericae.net/ericdb/EJ433853.htm

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ED410015
How To Help Your Child with Homework: Every Caring Parent's Guide to
Encouraging Good Study Habits and Ending the Homework Wars (For Parents of
Children Ages 6- 13). Revised and Updated.

Radencich, Marguerite C.; Schumm, Jeanne Shay

Abstract: Noting that parent involvement in their children's schooling is a
key to academic success, this book provides techniques and strategies for
parents to help them assist their children with homework completion without
conflict. Chapter 1, "Getting Started," includes guidance on who should
help with homework and how to set a homework schedule. Chapter 2,
"Troubleshooting," advises on assignment tracking and test preparation.
Chapter 3, "How To Help Your Child with Reading," provides guidance on
raising children's reading level, while chapter 4, "How To Help Your Child
with Spelling and Writing," covers studying spelling, handwriting, and
composition. Chapter 5, "How To Help Your Child with Math," includes
information on helping children with concepts, word problems, and
computation, while chapter 6, "How To Help Your Child with Science, Social
Studies, and Foreign Languages," includes test preparation, and helping the
child with graphics and with thematic units. Chapter 7, "How To Help Your
Child with Formal Assessments, Projects, Reports, and Papers," provides
guidance on reports and term papers. Chapter 8, "Using Technology,"
includes advice on computer use and software selection. Chapter 9, "Playing
Games," offers advice on game selection and home-made games. The final
chapter lists further resources. Twenty- three reproducible pages are
included for parental use. (SD)

Title: How To Help Your Child with Homework: Every Caring Parent's Guide to
Encouraging Good Study Habits and Ending the Homework Wars (For Parents of
Children Ages 6- 13). Revised and Updated.
Author: Radencich, Marguerite C.; Schumm, Jeanne Shay
ISBN: 1-57542-006-6
Note: 199p.
Publication Year: 1997
Document Type: Book (010); Non-classroom Material (055)
Target Audience: Parents
ERIC Identifier: ED410015
Clearinghouse Identifier: PS025652
Available from: Free Spirit Publishing, 400 First Avenue North, Suite 616,
Minneapolis, MN 55401; phone: 612-338-2068 ($14.95, plus shipping and
handling).
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: Academic Achievement; * Assignments; Elementary Education; *
Homework; Learning Strategies; Parent Participation; Parent Role; Parent
Student Relationship; Parents as Teachers; Reading Assignments; Research
Papers [Students]; * Student Improvement; * Study Habits; * Study Skills;
Thinking Skills; Writing Assignments

Identifiers: *Homework Assistance Programs

http://ericae.net/ericdb/ED410015.htm

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ED409341
The Effects of Test Preparation Activities on ACT Assessment Scores.

Scholes, Roberta J.; Lain, M. Margaret

Abstract: "Test preparation" activities can range from simple practice to
in-depth instruction, but most of these activities use some form of test
familiarization, drill and practice with feedback, training in strategies
for specific item types, and general test-taking, subject-matter review,
and skill development exercises. Two experiments were conducted to study
the effects of test preparation on results from the American College
Testing program (ACT) Assessment. In the first experiment, a random sample
of 10% was selected from one students who took the ACT between October 1,
1994 and September 20, 1995 (69,251 students). These students had answered
test preparation questions as part of the information they supplied for the
ACT. Gender, ethnic/racial, and family income differences in test
preparation were also examined. Almost half of the students had engaged in
some form of test preparation, with lower income and minority students
reporting engaging in combinations of activities more than other student
groups. The types of test preparation studied had little impact on student
performance, with only practice tests showing a positive, although small,
impact. The second study considered students who had taken the ACT more
than once in the time period of the previous study. The sample consisted of
126,253 repeaters. The same information was obtained and the same analyses
performed. Over half of these repeat test takers engaged in some type of
test preparation before the second ACT, but results suggest that test
preparation activities have only a minimal impact on increasing the second
ACT Assessment scores beyond gains from simply retaking the test. Results
overall suggest that test preparation activities have little impact on
scores. (Contains six tables and eight references.) (SLD)

Title: The Effects of Test Preparation Activities on ACT Assessment Scores.
Author: Scholes, Roberta J.; Lain, M. Margaret
Note: 22p.; Paper presented at the Annual Meeting of the American
Educational Research Association (Chicago, IL, March 24-28, 1997).
Publication Year: Mar 1997
Document Type: Research Report (143); Conference Paper (150)
Target Audience: Students
ERIC Identifier: ED409341
Clearinghouse Identifier: TM026824
This document is available from the ERIC Document Reproduction Service.

Descriptors: Achievement Gains; * College Entrance Examinations; Ethnic
Groups; Feedback; * High School Students; High Schools; Higher Education;
Income; * Minority Groups; Racial Differences; Scores; Sex Differences; *
Skill Development; * Test Coaching; Test Results; Test Wiseness; Testing
Problems

Identifiers: *ACT Assessment

http://ericae.net/ericdb/ED409341.htm

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ED406426
Relationships between Test Preparation and Academic Performance on a
Statewide High School Exit Examination.

Norton, Scott M.; Park, Hae-Seong

Abstract: The relationship between test preparation and academic
performance on a high school graduation test was studied using data from
the 1995-96 Louisiana Graduation Exit Examination (GEE). Test preparation
was measured based on students' responses concerning whether they prepared
well for the test or not. Academic performance was measured through five
subjects: English Language Arts, Mathematics, Written Composition, Science,
and Social Studies. Each subject was examined based on two test uses:
students' passing status and students' scaled scores. A series of chi
square tests were used for each subject to examine the relationship between
test preparation and passing status. In addition, Pearson correlation
analysis was used for each subject to examine the relationship between test
preparation and scaled scores. Results show that there is a significant
relationship between preparation and academic performance, but that the
magnitudes of the relationships are different across the five subjects. The
strongest relationship was found for mathematics. The patterns of the
relationships between test preparation and academic performance were
generally consistent across subgroups with reference to gender and
ethnicity. (Contains eight tables and seven references.) (SLD)

Title: Relationships between Test Preparation and Academic Performance on a
Statewide High School Exit Examination.
Author: Norton, Scott M.; Park, Hae-Seong
Note: 14p.; Paper presented at the Annual Meeting of the Mid-South
Educational Research Association (Tuscaloosa, AL, November 6-8, 1996).
Publication Year: Nov 1996
Document Type: Research Report (143); Conference Paper (150)
Target Audience: Policymakers
ERIC Identifier: ED406426
Clearinghouse Identifier: TM026371
This document is available from the ERIC Document Reproduction Service.

Descriptors: * Academic Achievement; Chi Square; Correlation; English;
Ethnic Groups; Graduation; High Schools; * High School Students;
Mathematics; * Readiness; Sciences; Sex Differences; Social Studies; *
Student Reaction; * Study Habits; Test Use; Writing [Composition]

Identifiers: *Exit Examinations; *Louisiana

http://ericae.net/ericdb/ED406426.htm

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ED385593
Coaching for the SAT: A Summary of the Summaries and an Update. Reprint.

Powers, Donald E.

Abstract: Several available summaries of research on coaching for the
Scholastic Aptitude Test (SAT) are summarized and their principal findings
discussed. Some additional studies, that have been completed since these
summaries were reported, are considered and linked to the summaries. The
four major meta-analyses considered are those of: (1) Messick and
Jungeblut, 1981; (2) DerSimonian and Laird, 1983; (3) Kulik,
Bangert-Drowns, and Kulik, 1984; and (4) Becker, 1990. Taken together,
these studies indicate that the effects of coaching, special test
preparation, are somewhat greater for the more curriculum-related
mathematics section of the SAT than the verbal section. Longer coaching
programs tend to yield somewhat greater effects, but simply doubling the
effort does not double the effect. It is also apparent that the estimation
of coaching effects depends on the degree to which spurious effects are
controlled (e.g., regression, self-selection, noncomparable scores,
differential motivation). In general, recent studies are consistent with
the meta-analytic summaries. Those who seek coaching for the SAT should
consider not only expected benefits, but also the cost in terms of time and
money. Two tables summarize study findings. (Contains 30 references.) (SLD)

Title: Coaching for the SAT: A Summary of the Summaries and an Update.
Reprint.
Author: Powers, Donald E.
Journal Citation: Educational Measurement: Issues and Practice, p24-30,39
Sum 1993 1993
Publication Year: 1993
Document Type: Review Literature (070); Journal Article (080)
Target Audience: Practitioners
ERIC Identifier: ED385593
Clearinghouse Identifier: TM024041
This document is available from the ERIC Document Reproduction Service.

Descriptors: * College Entrance Examinations; * Cost Effectiveness; Higher
Education; High Schools; * Mathematics Tests; Meta Analysis; * Test
Coaching; * Time Factors [Learning]

Identifiers: *Scholastic Aptitude Test

http://ericae.net/ericdb/ED385593.htm

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ED362577
How To Help Children Succeed in School. The Family Forum Library.

Dreilinger, Marilyn; Kerner, Ron

Abstract: This booklet provides parents with insights as to what study
skills are needed for successful learning and to illustrate their role as
encouragers, motivators, and guides. It also provides parents with a review
of the study skills students must use in order to improve their ability to
learn. The ultimate aim of a study skills program is to develop responsible
lifelong learners, responsible youngsters who take charge of their own
education. Specific areas of discussion present ways parents can build
interest in schoolwork, the strategies they can use to develop homework and
study skills in their children, and what parents can do to help their
children become better readers and writers. The concluding section examines
test-taking and skills that are needed for test preparation, especially
time management and reviewing the material the test will cover. A list of
organizations is provided that can be contacted for more information on
study skills, reading, writing, and other curriculum areas. (GLR)

Title: How To Help Children Succeed in School. The Family Forum Library.
Author: Dreilinger, Marilyn; Kerner, Ron
ISBN: 1-56688-007-6
Note: 16p.; For related document, see UD 029 312.
Publication Year: 1992
Document Type: Non-classroom Material (055); Book (010)
Target Audience: Parents
ERIC Identifier: ED362577
Clearinghouse Identifier: UD029311
Available from: Bureau for At-Risk Youth, 645 New York Avenue, Huntington,
NY 11743 ($2).
This document is NOT available from the ERIC Document Reproduction Service
(EDRS).

Descriptors: Academic Achievement; Children; Elementary Secondary
Education; * Guidelines; Helping Relationship; * Parent Participation;
Parent Role; Parent Student Relationship; * Reading Skills; Resources; *
Skill Development; Student Responsibility; * Study Skills; Test Coaching; *
Writing Skills

http://ericae.net/ericdb/ED362577.htm

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ED356233
The Effectiveness of Test Preparation Seminars on Performance on
Standardized Achievement Tests.

Seaton, Thomas

Abstract: Opinions about the purpose and effectiveness of test preparation
seminars vary, but it is clear that preparation for standardized tests is
here to stay. The literature suggests that students do benefit from
preparation for standardized tests. The effect of test preparation seminars
on standardized achievement tests was studied for 30 of 100 high school
juniors from Queen of Peace High School (Burbank, Illinois), who
participated in a 10-hour preparation program for the American College Test
(ACT). All subjects were female and most were white. The pretest consisted
of retired copies of the ACT, and the posttest was the current ACT. As
hypothesized, there was a gain in posttest scores. These gains were
consistent with others found in the literature. Findings suggest that
students may be wise to take some form of test preparation seminar before
taking standardized achievement tests like college entrance examinations.
The literature further suggests that preparation for aptitude tests should
differ from that for achievement tests. (SLD)

Title: The Effectiveness of Test Preparation Seminars on Performance on
Standardized Achievement Tests.
Author: Seaton, Thomas
Note: 12p.
Publication Year: [1992
Document Type: Research Report (143)
Target Audience: Policymakers
ERIC Identifier: ED356233
Clearinghouse Identifier: TM019625
This document is available from the ERIC Document Reproduction Service.

Descriptors: Achievement Gains; * Achievement Tests; Aptitude Tests; *
College Entrance Examinations; Comparative Testing; Females; High Schools;
* High School Students; Pretests Posttests; Scores; * Seminars; *
Standardized Tests; * Test Coaching; Test Wiseness; Tutoring; White
Students

Identifiers: *American College Testing Program

http://ericae.net/ericdb/ED356233.htm

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ED337716
Position Statements of the American School Counselor Association.

Abstract: Position statements of the American School Counselor Association
were prepared for school counselors to assist them in articulating the
position of the Association on a variety of issues. The statements included
here present the position followed by a brief rationale. The statements
have been developed and written by a number of people over the years. They
have all been adopted by the Delegate Assembly of the American Counselor
Association. Longer background statements are available for most of the
statements. The issues in this document include the school counselor and:
(1) Acquired Immune Deficiency Syndrome (AIDS); (2) career guidance; (3)
censorship; (4) child abuse/neglect prevention; (5) college entrance test
preparation programs; (6) confidentiality; (7) counselor/student ratio; (8)
credentialing; (9) cross/multicultural counseling; (10) developmental
guidance; (11) discipline; (12) dropout prevention; (13) education of the
handicapped; (14) endorsement section of the college application; (15)
family/parenting education; (16) gifted student programs; (17) group
counseling; (18) licensure; (19) migrant students; (20) military
recruitment; (21) school counseling paraprofessionals; (22) peer
facilitation; (23) school counseling program; (24) sex equity; (25)
recognition programs; (26) student rights; (27) students-at-risk; (28)
substance abuse counseling; and (29) counselor evaluation. (LLL)

Title: Position Statements of the American School Counselor Association.
Author:
Note: 17p.
Publication Year: [1990
Document Type: Position Paper (120)
Target Audience: Practitioners and Policymakers
ERIC Identifier: ED337716
Clearinghouse Identifier: CG023711
Available from: American School Counselor Association, 5999 Stevenson
Avenue, Alexandria, VA 22304 ($10.00 each).
This document is available from the ERIC Document Reproduction Service.

Descriptors: Elementary Secondary Education; * Position Papers; * School
Counseling; * School Counselors

http://ericae.net/ericdb/ED337716.htm

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