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• W2733830242 abstract "Students in social studies classrooms frequently find themselves in situations where the information they need to provide in order to have a correct, complete response is not clear. For example, teachers frequently use cue words in questions and directions such as identify, 'idescribe, analyze, and explain. Such words are frequently used but rarely defined precisely in social studies classrooms. The use of such amb4uous terms forces students to guess what response is favored by the teacher. Thus, what students provide as answers on tests and what their scores are may be inaccurate representations of what they really know and have actually achieved. This report examines this hypothesis by focusing upon the test responses of pre-service teachers in social studies methods courses in order to illustrate how their own success on a test would be affected by the meanings and standards they and the grader used to evaluate their responses. It was found that among the pre-service social studies teachers, the terms used to cue responses to subject matter content test items were defined differently among the individuals involved and that these differences generated dissimilar expectations as to what is a complete, acceptable response L.:: items where these cue terms are used. Implications of the findings for student success in social studies classrooms are drawn, including: if students' meanings for the identical term are different from those of their teacher and if they ase their personal definitions to form a response to a test item, the chances are great that students will not be given full credit on those items regardless of how ouch time and effort tLey put into forming and writing the response. A list of 31 references is included. Four appendices containing information about the examination used in the report, responses given to the examination, and analysis of the data are included as well. (DB) ********************212************************************************ * Reproductions supplied by EDRS are the best that can De made from the original document. *********************************************************************** Achieving A High Test Score in the Social Studies Classroom: How Student Depends Heavily Upon Unstated Criteria Used by the Teacher Robert J. Stahl Associate Professor Arizona State University Division of Curriculum and Instruction Tempe, AZ 85287-1911 602-965-7101 602-965-9144 (FAX) George W. Chilcoat Associate Professor Elementary Education Brigham Young University Provo, UT 84602 Jerry Ligon Associate Professor Secondary Education and Foundations Eastern Illinois University Charleston, IL 61920 US. INIRARIMIDIT OP EDUCATION Office et Educational Reaserch and Impronamme EDUCATIONAL RESOURCES INFORMATION CENTER tERIC) 41,,Thri document has Doan reproduced NI ectmed horn the person o orpanaahor orttpriong it C Minor changes have been made to Improve rectroductran quality Rams or view or oprnons stated in that &leo ment dO not necessanht represent ono= OE RI Position or oobcy PERMISSION TO REPRODUCE HAS EEN TO THE EDUCATIONAL RESOURCE, INFORMATION CENTER (ERIC). This report is an expansion of a paper entitled Success on social studies tests is in the mind of the grader' investigating differences in quality of answers to test items containing commonly used but rarely defined cuing terms* presented at the annual meeting of the National Council for the Social Studies, Anaheim, CA: November, 1990. As such the contents of this report supercede that paper of 1990." @default.
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• W2733830242 date "1992-02-14" @default.
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• W2733830242 title "Achieving a High Test Score in the Social Studies Classroom: How Student Success Depends Heavily upon Unstated Criteria Used by the Teacher." @default.
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