ERIC Number: ED367639
Record Type: RIE
Publication Date: 1993-Nov
Reference Count: N/A
Relationships among Teachers' Assessment Practices and their Student Outcome and Study Skill Development Goals.
Bol, Linda; Strage, Amy
This study was conducted to explore the relationship between teachers' stated instructional objectives, students' study skill deficiencies, and the kinds of assessment items found on tests and other course documents. High school biology teachers (N=10) were interviewed individually about their teaching philosophies and practices. Responses were aligned with the types of items that appear on their tests and on other course materials. Teachers' student learning goals and the specific type of study skills they reported students to be deficient in were categorized. Test and practice items were rated on level of processing (whether the item required basic knowledge, integration, or application) and item format (recognition or recall). Overall, teachers wanted their students to develop a general interest in and understanding of the subject area and its real world applications. They also wanted their students to develop higher-order study skills by interpreting information, managing their time and effort, and thinking critically. But their assessment practices did not support these goals. On average, over half of both test and practice items required only basic knowledge, while almost none required application. Nearly two-thirds of test questions were recognition items. (Contains 24 references.) (LL)
Descriptors: Basic Skills, Content Validity, Course Objectives, Educational Philosophy, Educational Practices, High Schools, Outcomes of Education, Relevance (Education), Secondary School Teachers, Skill Development, Student Educational Objectives, Student Evaluation, Study Skills, Teacher Attitudes, Test Items, Thinking Skills
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993).