Examining Testing and Growth Mindset in High School Social Studies Students

Abstract

Testing has been a contested aspect of education for decades. The way in which testing, standardized tests, and student motivations correlate is a separate issue. This action research study investigates the relationship between pre-tests and students’ perception of their personal growth. Three classes of 11th grade U.S. History were utilized to collect data from a total of 80 students (N=80). Participants completed one pre-test every two weeks throughout the semester. At the end of the semester, students completed a questionnaire to examine their perceptions of frequent pre-testing, and of whether assessments influenced their learning and personal growth. The researchers sought to examine if interim testing impacted student motivation towards standardized testing in a social studies classroom.