Do Teachers Understand Principles for Writing Tests ?

Research output: Contribution to journalArticle

24 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)57-60
Number of pages4
JournalJournal of Teacher Education
Volume35
Issue number6
DOIs
StatePublished - 1984
Externally publishedYes

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Do Teachers Understand Principles for Writing Tests ?'. Together they form a unique fingerprint.

  • Cite this