In his focus article "How Is Testing Supposed to Improve Schooling?" Ed Haertel distinguishes between seven uses of educational tests as a function of the intended action and what or who will be influenced by the intended action. He then applies Mike Kane's interpretive argument approach (Kane, 2006) as a basis for speculating about the validity…

Many schools and educators prefer to use state tests. However, teachers can benefit a lot from the tests and quizzes they give in their classes over the course of a term or year. The minimum such tests can do is to afford information that teachers can use to assess how their class is learning and which changes in instruction need to be made to…

The author and other teaching faculty take pride in their ability to write creative and challenging examination questions. Their self-assessment is based on experience and their knowledge of their subject and discipline. Although their judgment may be correct, it is done usually in the absence of deep knowledge of what is known about the…

Provides guidelines for writing multiple-choice tests and ways to evaluate the quality of test items. (SK)

A critical task of the language arts instructor is evaluation. Pupils' products in the language arts must be continuously assessed in order that optimal progress may be in evidence. Achievement of pupils must be recorded periodically so that a pattern of behavior on the part of each child may be observed. Also, the teacher can notice more…

Offers practical tips on how teachers can determine whether classroom tests are actually measuring what they are designed to measure. Discusses criterion-related validity, construct validity, and content validity. Demonstrates how to determine the degree of content validity a particular test may have for a particular course or unit. (Author/DH)

One major reason for the problems of test validation is an overemphasis on the need for empirical validity data, and a failure to recognize the primary importance of explicit verbal definitions of what the test is intended to measure and rational arguments in support of the means chosen for obtaining the measurement. (Author/LC)

In response to Ebel (TM 508 146) Gardner argues that neither intrinsic rational validity associated with ability tests nor a validity coefficient relating a test to performance as the sole information about validity is sufficient. All relevant data about a test and its functioning are essential in describing the validity of the test. (Author/LC)

Describes 10 objective item types which can be used to develop tests for social studies. Teachers need to develop and use a variety of test designs. Three questions must be answered in developing tests: "What do students need to know?"; "How should they demonstrate knowledge?"; and "How can I create items to assess the students' progress on these…

Argues that process-oriented evaluation of children's literacy by the classroom teacher is more efficient and more instructionally valid than current test-driven evaluation procedures. (FL)

Introduces a technique for comprehension assessment that allows teachers who have had only a moderate amount of training to develop tests that are valid, reliable, and interpretable. Notes that the procedure can be based on any text without an extended tryout and revision process. (FL)

Explains how tables of specifications (used in estabishing content validity) and item analysis (a modificatin of item difficulty) can readily be used by the classroom teacher to design well-balanced tests. (HOD)

Describes capabilities of test and worksheet generator software; discusses features to consider when evaluating the software for purchase; and presents reviews of eight test and worksheet generators: P.D.Q., Testmaster, Easy Quiz Maker, EA Mathematics Worksheet Generator, Mathematics Worksheet Generator, Earth Science Test Maker, Individualized…

Offers personal reflections on the testing of writing, concluding that teachers make wide and effective use of a variety of test types. (FL)

Notes that classroom assessment of literacy is dominated by methods more appropriate to external mandates. Suggests an alternative method grounded in the teacher's professional judgment and in the relations between curriculum, instruction, and assessment. (FL)