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ERIC Number: ED268145
Record Type: RIE
Publication Date: 1985-Oct
Pages: 21
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Testing Practices and Test Item Preferences of Classroom Teachers.
Marso, Ronald N.
A questionnaire concerning the use of teacher made tests was completed by 123 public school teachers in Ohio. Five testing practices were examined: (1) number of teacher made tests given during a course or school year; (2) types of test items most commonly used; (3) sources used in obtaining test items; (4) information used in assigning grades; and (5) relative usefulness of the test item types. The responses were analyzed by grade level (K-4, 5-8, or 9-12) and by years of teaching experience (1-8, 9-13, or 14 or more). Results indicated that a large number of teacher made tests were administered; the mean frequency was 99.5 tests given during a typical school year. The mean frequency for a single course was 23.2, and teachers with 9 to 13 years of experience gave the greatest number of tests. The most common test item type was completion, followed by problem exercises, matching, multiple choice, essay, and true-false. Teachers' ratings of item usefulness favored matching items, followed by multiple choice, completion, true-false, problem exercises, and essays. Differences were noted among teachers' grade levels for perceived usefulness of test item types. Self-constructed items were the most important source of test items, used by 96 percent of the respondents. Other sources included textbook manuals (77 percent), workbooks (58 percent), and old tests (49 percent). Test scores were used by 97 percent of the teachers in assigning grades. Other criteria included daily work, class participation, and student projects. (GDC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwestern Educational Research Association (Chicago, IL, October 17-19, 1985).