Annotated Bibliography

Are Exams a Measure of Intelligence in the twenty-first Century?

By: Chasity Mack

Date: 02/28/19

Bolek, C. Y. (2011). A study of discrepancies between high school students' grades and

standardized test scores (Order No. 3489812). Available from Education Database.

(916239985). Retrieved from https://login.proxy039.nclive.org/login?

url=https://search.proquest.com/docview/916239985?accountid=10163

The purpose of Carolyn Y. Bolek’s study when conducting this observation was to determine

if there were any discrepancies between high school students’ grades and their standardized test

scores. During this examination data was collected from a high school located in Colorado. The

data collected consisted of grades in English, Math, and Science and were averaged for an

overall score. Then scores from the Colorado Student Assessment Program (CSAP) and the ACT

were collected and averaged so that the differences could be compared. The results showed that

the students’ grades on the CSAP had an overall positive correlation while their scores on the

ACT produced insufficient data to determine any form of relationship between the two. This

analysis provided information that determined students are taught to the standard of the state

assessment, but not the standard of the national assessment. This shows that the way students are

taught versus the way they are tested may differ, showcasing the fact that standardized test have

no correlation to a students’ ability to perform in a specific subject.

Gresham, A. S. (2016). A quantitative study of the relationship between performance

indicators and ninth grade placement (Order No. 10252354). Available from Education

Database. (1873522110). Retrieved from

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10?accountid=10163

In this study Allan S. Gresham takes an in-depth look at the role of grades and standardized test

scores in predicting the future of students’ success in the classroom. This observation focuses on

the transition from middle school to high school. This study takes in place in a school located in

Illinois and specifically focuses on the district’s class of 2018. In the conclusion of the analysis

the study found that in every research question studied, middle school grades proved to be the

stronger predictor of ninth grade grades. This study found that the overall grades of the middle

schoolers were stronger predictors of performance than those of the students’ standardized test

scores. With this being said, It was concluded that the primary determinate of placement

decisions for the ninth grade can be found in the classroom track record of incoming ninth

graders rather than their standardized test scores.

Ellison, B. J. (2009). Does getting A's really matter? A conceptualization of grades as a

measure of educational outcomes (Order No. 3436453). Available from Education Database.

(818203791). Retrieved from

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1?accountid=10163
Brandy J. Ellison analyses the assessments of educational outcomes. He emphasizes the

importance of researchers having a clear understanding of the measures used to evaluate these

outcomes. This research is based on a framework that highlights the importance of instruction

and socialization as goals of the education system rather than strictly focusing on standardized

tests. He mentions the fact that grades alone assess both elements of these goals because they

account not only for academic achievement, but also student behavior. While standardized tests

on the other hand do not provide a comprehensive evaluation of student achievements. He also

mentions that grades allow feedback to students that improve their future outcomes.

Edmunds, A. O. (2010). An examination of the likelihood of persistence of students with

discrepant high school grades and standardized test scores (Order No. 3423016). Available

from Education Database. (758391786). Retrieved from

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6?accountid=10163

Anne Oser Edmund’s goal when conducting this research was to highlight the discrepancies

between high school grades and standardized test scores. This study found that high school

grades were a stronger predictor of performance than standardized test scores. He goes on to

mention the process of college admissions in the past. It was first set into place that admission

would be determined based off standardized testing scores. However, it was soon determined

that both these test scores and overall high school performance were important factors when
accepting students into universities. Standardized testing alone was not the only factor that could

determine a student’s ability to perform.

Popham, W. J. (1999). Why standardized tests don't measure educational quality.

Educational Leadership, 56(6), 8-15. Retrieved from

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9?accountid=10163

This study initially mentions the fact that high standardized testing scores do not equate to the

effectiveness of a school’s administration. However, the author goes on to mention that

standardized testing can be beneficial when observing a student’s progress. Keeping a record of

these scores can helps instructors determine a student’s progression rates and at what pace they

should be teaching. These tests can also point out a student’s strengths and weaknesses in certain

subjects because they are separated into different categories. While The author does believe that

standardized tests could be beneficial in some respects, he goes on to note that they should not be

the sole measure of a student’s ability to perform in the classroom.

Fulton, B. A. (2016). The relationship between test anxiety and standardized test scores

(Order No. 10100896). Available from Education Database. (1786677753). Retrieved from

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Beth Ann Fulton starts her research by mentioning the significant increase in the number of

standardized tests within the past few years. She mentions that researchers have found a large

increase in test anxiety rates due to the increase in testing across America. She notes the fact that

some states even use the failure of standardized tests to withhold diplomas. The failure of these

tests not only affect students, but the administration as well. This is because the performance of

the students largely depends upon the teaching abilities of the staff.

Janz, J. E. (2011). High stakes testing: Students in grades four through eight report effects of

standardized testing (Order No. 3465884). Available from Education Database. (884326317).

Retrieved from

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ountid=10163

Julia E. Janz conducted a study examining response of students who have participated in

standardized tests. This study showed that most students do not achieve any mental gain from

taking these tests. Students also do not seem to remember information given to them regarding

these tests. “The majority of students remembered little if any preparation for the test.” This

shows that many students may not hold these tests to a high standard.

Wray, J. B. (2016). Principals' perspectives on the effect of standardized testing on teaching and

learning (Order No. 10036402). Available from Education Database. (1789310509). Retrieved

from
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Jacqueline Bruton Wray mentions that the use of standardized tests may not correctly record

student achievement or classroom performance. These tests record student knowledge on a

certain subject, ut do not record how they gained this knowledge. “Standardized test scores

inform educators what students have learned, but do not tell educators why or how they know the

information.” This shows that standardized tests do not accurately depict how students have

gained the knowledge they obtain on certain subjects.