2.  Will different expectations affect the performance and the overall scores of a standardized test?

3.  standardized tests › tests the aptitude of students in different subjects and areas. › used because the material on the test is general › Open ended questions do not have a provided answer. Closed questions have choices.  surveys › avoid slang › avoid strong adjectives › avoid the words and and not › cover all the answers  Convergent thinking is “the ability to focus in on a single solution to a problem.”

4.  If a perception or prediction about the difficulty of a standardized test is given to a subject, then the subject’s expectation will be reflected in the test score.

5.  Pens and Pencils  Computer  Calculator  Timer  Paper  Human Subjects  SAT Preparation Book

6.  Two surveys were made › before testing › after testing  A test with standardized questions was made. › from SAT test books › Writing, Math and Critical reading sections  A brief and general explanation of the matter on the test and the difficulty level was given.  The first survey was completed.  The surveys were collected, and the tests were distributed.  Participants were not allowed to read the test or pick up their pencils until everyone received a test. An allotted time of ten minutes was given for each section, and after the time was up, the tests were collected.  The second survey was distributed and then collected when the participants were finished.  The tests were scored, by using a proportional system. The whole test was worth 2400 points.

7.  Independent Variable › Group A and Group B  Dependent Variable › Test Scores and Survey Ratings  Control › Group C  Constants › Standardized test, the time allotted to take the test, gender of the participants, surveys

11. Group A-Group BGroup B-Group CGroup C-Group A 0.2209677760.2615815270.460023594

12.  The purpose of this experiment was to see if expectations would affect performance on a standardized test.  Further questions › Does a one year difference in education really affect the scores of a standardized test? › Also, can a similar process be used to test other types of expectations such as expectations for school, sports, and family life?  people should not get overwhelmed by their expectations  The experiment should have been tested on a variety of people, who belong to the same education level and a larger test pool. Also, the standardized test should be shortened, and the answer sheet should correspond to the test.

13.  The hypothesis was rejected. › no statistical difference  Two science classes were tested in each group › one regular › one honors  On the first survey, the first question asked what the participants thought the test’s difficulty would be. › Group A -4 › Group B -8 › Group C -6  On the first survey, the second question asked the participants to rate how they believed they would perform on the test. › Group A -8 › Group B -5 › Group C -7  In the second survey, the first questions asked the participant to rate the difficulty level after taking the test. › Group A and Group B -8 › Group C -7  The second question from the second survey asked the participants how they believed they performed on the test › Group A and Group B -4 › Group C -5

14.  The participants in honors courses scored higher and thought the test would be easier.  In Group B, an honors freshman class was tested instead of an honors sophomore class.  The answer sheet to the standardized test had bubbles for answers a, b, c, and d, but not e.  Participants started to lose interest and focus toward the end of testing.  Subjects many not have taken the test seriously.  The subjects consisted only of females from the ages of fourteen to sixteen.

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