The Effect of Black English on the Reading Test Performance of High School Students

1977 ◽  
Vol 70 (3) ◽  
pp. 160-163 ◽  
Author(s):  
Vera Belinda Thurmond
Keyword(s):  
High School ◽  
High School Students ◽  
Test Performance ◽  
Black English ◽  
Reading Test ◽  
School Students

scholarly journals TEACHING READING COMPREHENSION BY USING EXPERIENCE-TEXT-RELATIONSHIP METHOD TO SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 18 (2) ◽  
pp. 147
Author(s):  
Yuliana Mara Yuliantini ◽  
Aunurrahman Aunurrahman ◽  
Ageung Darajat
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching And Learning ◽  
Senior High School ◽  
Reading Test ◽  
Test Results ◽  
School Students ◽  
Field Notes ◽  
Senior High School Students

<p><strong>Abstract</strong></p><p>This research aimed to improve reading comprehension of public senior high school students by using Experience-Text-Relationship method. The research was done in two cycles and involved 31 eleventh-grade students of a public senior high school in SimpangDua, Ketapang in the Academic Year of 2018/2019. The researcher used observation field notes and reading tests to collect data of the study. A collaborator was involved during the observations and practices to build trustworthy of the study. The data from the observation field notes were analyzed qualitatively and the data from the reading test results were analyzed by using descriptive statistics. The analysis of the observation field notes shows that the students became active and polite, had high enthusiasm in the teaching and learning processes. The analysis of the reading test results also reveals that the students had improved their reading comprehension. In conclusion, Experience-Text-Relationship method can improve the students’ reading comprehension.</p><p> </p><p><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk meningkatkan pemahaman membaca siswa SMA negeri menggunakan metode Experience-Text-Relationship. Penelitian ini menggunakan dua siklus dan melibatkan 31 siswa kelas sebelas siswa di salah satu SMA negeri di SimpangDua, Kabupaten Ketapang pada Tahun Akademik 2018/2019. Peneliti menggunakan catatan lapangan observasi dan tes membaca untuk mengumpulkan data penelitian. Seorang kolaborator dilibatkan selama pengamatan dan praktik untuk membangun penelitian yang dapat dipercaya. Data dari catatan lapangan observasi dianalisis secara kualitatif dan data dari hasil tes membaca dianalisis dengan menggunakan statistik deskriptif. Analisis catatan observasi lapangan menunjukkan bahwa siswa menjadi aktif dan sopan, memiliki antusiasme yang tinggi dalam proses belajar-mengajar. Analisis hasil tes membaca juga mengungkapkan bahwa terjadi peningkatan pemahaman membaca siswa. Kesimpulannya, metode </em>Experience-Text-Relationship <em>dapat</em><em> membantu meningkatkan pemahaman membaca siswa.</em></p>

scholarly journals Are High School Students Accurate in Predicting Their AP Exam Scores?

2021 ◽  
Author(s):  
Teresa Ober ◽  
Maxwell Hong ◽  
Matt Carter ◽  
Alex Brodersen ◽  
Daniella Alves Reboucas
Keyword(s):  
High School ◽  
High School Students ◽  
Test Performance ◽  
Parental Education ◽  
High Stakes Testing ◽  
School Students ◽  
Self Assessment ◽  
High Stakes ◽  
Overconfidence Bias ◽  
Ap Exam

Are high school students accurate in predicting test performance? If so, do their predictions explain variation in performance, even after accounting for other factors? We examined these questions in two testing contexts (low-stakes and high-stakes) among students enrolled in a high school advanced placement (AP) statistics class. We found that even two months before taking the exam, students were moderately accurate in predicting their scores on the actual AP exam (κweighted = .62). When the same variables were entered into models predicting inaccuracy and overconfidence bias, results did not provide evidence that age, gender, parental education, number of math classes previously taken, or course engagement accounted for variation in accuracy. Overconfidence bias was associated with the students’ school. Results indicated that students’ predictions of performance were positively associated with performance in both low- and high-stakes testing contexts. The findings shed light on ways to leverage students’ self-assessment for learning.

Sign in / Sign up

Export Citation Format

Share Document