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ERIC Number: ED437349
Record Type: Non-Journal
Publication Date: 1999-Oct
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers' (Mis)Conceptions of Classroom Test Validity and Reliability.
Mertler, Craig A.
This study examined processes and techniques teachers used to ensure that their assessments were valid and reliable, noting the extent to which they engaged in these processes. A sample of 625 elementary and secondary teachers received mailed copies of the Ohio Teacher Assessment Practices Survey, which asked about steps that they followed and the extent to which they went to ensure that their assessments were valid and reliable. Results indicated that teachers did not spend much time conducting statistical analyses of their assessment data. Steps teachers used to ensure validity fell into six categories: using teacher-developed tests, comparing to objectives or curriculum, analyzing test data, not determining validity, asking for student feedback, and miscellaneous. Over half of the respondents used teacher-made tests. Most ensured assessment validity by following conventional rules of sound test development. Many believed that developing their own assessments would ensure validity. About 30 percent said that they followed specific steps to ensure reliability half of the time or less. Strategies to ensure reliability fell into six categories: using teacher-developed tests, comparing to objectives or curriculum, analyzing test data, using same process as validity, asking for student feedback, and miscellaneous. Many teachers believed that ensuring assessment validity and reliability were very similar processes. Teachers had a better grasp of the concept of reliability than of validity. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio