This survey examined the use of item and test types by 555 teachers with (1) different amounts of measurement coursework; (2) different grade level assignments; and (3) different subject area teaching responsibilities. Findings are discussed, and the use of measurement coursework in preservice teacher education is explored. (MT)

Describes the process of developing an essay topic for large group scoring. Proposes guidelines for test development committees, and emphasizes the importance of accessibility and reader perspective in the formation of test questions. (MM)

Teachers need to develop more effective test-making skills especially on items that test higher-order thinking skills. A reexamination of preservice measurement courses and a thorough critique of inservice and testing activities at the school district and classroom level are suggested. (DF)

Successful reform of science education requires careful orchestration of a number of factors including technological developments, organizational issues, teacher preparation and enhancement, and advances in the scientific disciplines themselves. Exemplary innovations in exam practices that assess scientific understanding in new and more…

Ideas about educational assessment are synthesized to construct a Quality Assessment Checklist that can be used to evaluate the strengths and weaknesses of classroom assessments. Sound assessment begins with clear and appropriate learning targets. Once learning targets have been identified, they need to be matched with appropriate methods.…

Reviews the literature concerning informal reading inventories and discusses a number of issues related to them, including question choice, scoring criteria, and allowable miscues. Offers guidelines for constructing and using the inventories. (FL)

Describes types of tests, types of student responses required, ways to interpret tests, and the major test developers. (WD)

Surveys of college faculty members' current use of objective tests indicated that most respondents (N=38) did not use state-of-the-art procedures associated with construction and analysis of objective tests. Many were unfamiliar with basic testing terms and tools and did not understand the meanings of the terms and tools. (SM)

This article discusses ways teachers may vary and modify teacher-made tests to better facilitate prescriptive programing for special education students. Formats featuring statements, object identification, gestures, and writing are discussed, as are item alterations in terms of both item presentation and student responses. (PB)

A practical approach is outlined for adapting teacher-made tests to meet the needs of mildly handicapped mainstreamed students. The approach calls for modifying test construction, test administration, and test sites, and teaching test-taking strategies. A table lists test-taking problems (poor comprehension, poor auditory or visual perception,…

Suggests that critical thinking assessment is difficult to do well, but it is possible. Notes that difficulties and possibilities vary with the purpose of the assessment and the format used. After examining published critical thinking tests, the paper explains how to create customized tests. (SM)

This manual is designed to assist both special and regular educators with mastering the skills for developing quality teacher-made tests consistent with content-oriented instruction. The manual presents tips for constructing both objective and subjective, supply and select test questions--namely, short answer, essay, fill in the blanks or…

This paper suggests that clear understanding and articulation of explicit instructional objectives combined with the use of a simple table of specifications can significantly improve the quality of teacher-made tests. Topics addressed in these guidelines for the construction of tests by teachers include: instructional objectives, types of tests…

This fastback concentrates on writing technically correct test items that are compatible with the teacher's instructional objectives. The introductory chapter touches on some of the problems associated with preparing classroom tests. The second chapter outlines five steps in preparing a test according to the "Plan-Write" System: (1) prepare a…

This study encompassed the collection of teacher reported (N=326) testing practices and the direct assessment of teacher-made tests (N=175) for item cognitive functioning levels and construction errors. Focus was on assessing the nature and quality of teacher-made tests used in public school classrooms and describing the classroom teachers'…