This paper presents a summary of findings from a review of approximately 225 studies of K-12 classroom teachers' attitudes toward and other educators' attitudes and support of teacher-made tests and testing practices. The findings from the review indicate classroom teachers have a positive attitude toward teacher-made tests and regard these tests…

Naturally occurring aptitude-treatment interactions (ATI) were investigated with three teaching approaches: lecture-recitation, inquiry, and public issues discussion. When the measure of student performance was based on objectives of the approach, the results showed an ATI for ability X anxiety that was partially replicated across studies.…

Given the restructuring of curriculum and instruction and the changing state of assessment in Virginia and nationally, a study group of 22 Virginia teachers from elementary schools, middle schools, and high schools throughout the state chose to examine and revise their assessment practices. They wanted to reflect changes in thinking and practice…

This book is designed to provide the occupational teacher with knowledge of the basic principles and methods of measurement, test construction, and evaluation that can be applied in the classroom and used to assess student progress. Because no one occupation receives most of the attention, the book can be readily used in general occupational…

Some of the major findings of CSE's (Center for the Study of Evaluation) Test Use in Schools Project are synthesized and interpreted. The Project incorporated fieldwork and survey techniques to answer questions about the kinds of tests teachers administer in their classrooms, the kinds of information teachers need from tests to make decisions…

Court ordered desegregation introduces significant requirements for school districts' testing programs. The Remedial Order in effect in Cleveland, Ohio (Reed vs. Rhodes) cautions defendants that "they must insure that all tests, whether standardized, criterion-referenced, or teacher-made are developed, administered, and scored in a…

Classroom tests developed by 41 seventh- and eighth-grade science and mathematics teachers were analyzed by content and measurement experts. The quality of a teacher's test was best predicted by performance on a multiple-choice test of measurement competence. Implications for teacher training in measurement are discussed. (SLD)

The primary goal of this practicum was to improve the mathematical thinking skills of preschool students in a class of 30. The practicum was also intended to help the teacher improve her skills as organizer and facilitator. Additional objectives were that: (1) students would score at least 50 percent on teacher-made tasks; (2) there would be no…

Qualitative methods for defining and assigning letter grades on classroom tests were studied. A hierarchical letter-grade scale is described that combines teachers' judgments of the importance of subject matter concepts and their classification of assessment tasks as reflecting cognitive processing skills identified from recent research. Using…

Given the frequency with which teachers use self-developed tests to evaluate students, and given the paucity of requirements related to developing measurement competencies, some educators and measurement specialists question the adequacy of teachers' training in and knowledge of measurement principles. This study assesses teachers' measurement…

Teacher-made mastery tests were administered in a classroom-sized sample to study their decision consistency. Decision-consistency of criterion-referenced tests is usually defined in terms of the proportion of examinees who are classified in the same way after two test administrations. Single-administration estimates of decision consistency were…

This text on foreign language testing provides an overview of testing principles, problems, and practices, and examines the multiple roles of the classroom teacher, as well as the construction and scoring of more formal language tests. The following types or foreign language tests are distinguished: achievement or attainment tests, proficiency…

The validity of eight critical thinking tests developed for the Pittsburgh (Pennsylvania) public schools was studied using scores from 100 students each in grades 5, 8, and 11 and questionnaire responses from teachers. Validity is discussed for providing diagnostic information, monitoring achievement, and influencing the curriculum. (SLD)

How students perceive standardized tests and routine classroom tests on subject matter units was studied by surveying 61 fifth-grade and 65 eighth-grade students in public schools in Michigan. It was hypothesized that older students would more often distinguish between the types of test and would be more cynical and less motivated than would…

Because not all approaches to evaluating the achievement of elementary school students evaluate the same facets of development, a variety of evaluation devices must be used to assess learners intellectually, socially, emotionally, and physically. The following approaches are discussed as ways of student evaluation: (1) work samples; (2)…