Standardized college-level tests of thinking have serious drawbacks, but they can be used effectively to compare results with other teachers or researchers and to suggest possible ways of measuring aspects of thinking in faculty-constructed tests. Faculty-designed tests should provide opportunities for students to use the important knowledge and…

Teacher-made tests are a major but little researched part of the drama of testing in schools and classrooms. This report gives a view into the inner workings of this aspect of testing, which occupies more teacher and student time and effort than any other. (Author)

Methods for detecting copying of multiple-choice test responses are reviewed and compared with respect to their effectiveness and the practicality of their application for groups of varying sizes. Reasons why effective detection methods are seldom applied in standardized and classroom testing are discussed. (SLD)

Selected findings are presented from a study of classroom teachers' testing needs, testing proficiencies, testing practices, and testing resources in the public schools in Ohio. Focus was on determining how principals and supervisors can assist: (1) teachers in identifying and alleviating the most common test construction errors found on…

Educators are called upon to improve the quality of classroom tests to enhance the learning of content. Less faculty concern for tests than for other features of instruction, compounded by a lack of knowing how to assess different levels of learning with test questions that measure complex processes, appear to generate poor quality classroom…

This paper discusses the use of tests by American teachers over the past six decades. A representative sample of the research centering on the linkage between testing and teaching is cited. (LMO)

This book provides a succinct discussion of the development and use of classroom assessments. It is designed for college courses and settings in which a full survey textbook is not appropriate in terms of coverage and cost, such as educational psychology or teaching methods courses or self-study by teachers. The chapters are: (1) "Introduction";…

A model is presented using examinee judgements in detecting ambiguous/misinterpreted items on teacher-made criterion-referenced tests. A computational example and guidelines for constructing domain categories and interpreting the indices are presented. (Author/PN)

The cost of achieving high quality at numerous levels of large-scale assessment has been astronomical--in dollars spent and opportunities lost. Educators have all but ignored assessments developed by classroom teachers. Students can become motivated by becoming involved in classroom-based assessment, record keeping, and communication. (Contains 11…

Compares the effect of content ordering and scrambled ordering on examinations in courses, such as economics, that require quantitative skills. Empirical results suggest that students do no better if they are given a content-ordered rather than a scrambled examination as student performance is not adversely affected by scrambled ordered…

Describes how multiple-choice items can be designed and used as an effective diagnostic tool by avoiding their pitfalls and by taking advantage of their potential benefits. The following issues are discussed: correct' versus best answers; construction of diagnostic multiple-choice items; the problem of guessing; the use of justifications of…

College teachers often use norm-referenced classroom tests which are too easy for distinguishing adequately among levels of student achievement, yet they are reluctant to adopt more difficult tests. We explored the basis for current practices concerning test difficulty through informal interviews and questionnaires completed by faculty members and…

Argues that rigorous assessment in the classroom is the only way to reduce outside interference in the assessment process. Sees instructors as poorly prepared to assume assessment roles, recommending an increased reliance on common examinations written by subject discipline experts. (DMM)

Investigates the effects on multiple choice test performance of altering the order and placement of questions and responses. Shows that changing the response pattern appears to alter significantly the apparent degree of difficulty. Response patterns become more dissimilar under certain types of response alterations. (LS)

A study was conducted at Messiah College, a religiously affiliated liberal arts college in Pennsylvania, to identify classes that had excellent evaluation procedures. Standardized student ratings of classroom testing were drawn from the Instructional Development and Effectiveness Assessment (IDEA), which includes an item on "preparing…