ERIC Number: ED329594
Record Type: RIE
Publication Date: 1991-Feb
Reference Count: 0
Using Multiple Choice Examination Items To Measure Teachers' Content-Specific Pedagogical Knowledge.
Kromrey, Jeffrey D.; Renfrow, Donata D.
The use of multiple-choice test items measuring content-specific pedagogical knowledge (C-P) as a viable method of increasing the validity of teacher tests is described. The purposes of the paper are to: (1) present examples of multiple-choice test items used for the assessment of C-P and contrast these items with items used for assessing content knowledge and items used for assessing general pedagogical knowledge; (2) develop a working definition of C-P test items; (3) suggest a preliminary categorization of such items; and (4) describe practical considerations related to the development and use of C-P items in testing programs. Current controversies in teacher assessment are discussed, and a working definition of and categorization system for C-P items are developed. The categories include error diagnosis, communication with the learner, organization of instruction, and learner characteristics. The paper encourages researchers and practitioners to acknowledge that multiple-choice testing has applications which exceed its traditional use. A (14-item list of references and 2 figures are included. (Author/TJH)
Publication Type: Guides - Classroom - Teacher; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A
Identifiers: Subject Content Knowledge; Teacher Competency Testing
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (Boston, MA, February 13-16, 1991).