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eric.ed.gov har udgivet:
A model for use in identifying assessment needs in association with teacher-made mathematics and science tests at the secondary level was developed. The model focuses on the identification and narrowing of discrepancies between teachers’ perceptions of their testing practices and actual practice. All 19 math and 16 science teachers at a 4-year high school in a mixed suburban/rural school district participated in the project. Subjects’ involvement consisted of completing a brief survey instrument and supplying their most recently administered unit or quarter test. Data from 35 questionnaires and 34 tests containing more than 1,400 items were analyzed. Results cover the nature of classroom assessment, characteristics of teacher-made tests, item formats, cognitive levels treated, quality of items, and teachers’ confidence in testing skills. Topics identified as important for inclusion in in-service activities for teacher test construction are the use of tables of specifications, development of higher order items, item formatting, and the empirical analysis of test results. Instruments developed during the study–the Test Analysis Guide and Teacher Testing Questionnaire–are provided. Three data tables and two bar graphs are included. (TJH)