In this study the author identifies the need for teachers to develop more effec tive test-making skills. Many preservice and inservice teachers rely on a repertoire of limited and uninformed test construction skills when they create assessment items. Most problematic for teachers are items that test higher-order thinking skills, such as inference and prediction. Carter suggests a reexamina tion of preservice measurement courses and a more thorough critique of inservice and testing activities at the school district and classroom level.
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