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)

Selective Testing provides students with equivalent test options that control the sequence and quantification of individual items. Essay and objective test construction is modified to allow the student to combine units and create an individualized test. An example of a test on the American Revolution is presented. (FG)

Findings of positive effects of mastery learning on experimenter-made measures can be interpreted as supporting the view that this technique may help focus teachers on a given set of objectives. The claim that mastery learning can accelerate achievement, in general, in elementary and secondary schools is still awaiting evidence. (SLD)

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)

Argues that reliance on the outcome of quantitative standardized tests to assess student performance is misplaced quest for certainty in an uncertain world. Reviews and lauds Canadian teacher-devised qualitative diagnostic tool, "Profiles of Student Behaviors," composed of 20 behavioral patterns in student knowledge, attitude, and skill.…

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Some Math Programs are Out of Tune (Niki…

This leaflet describes simple techniques for developing children's ability to do well on tests, as derived from research done through the Office of Educational Research and Improvement. Suggestions for parents are divided into five sections: (1) Why Test?; (2) Ask the School; (3) Avoid Test Anxiety; (4) Do's and Don'ts; and (5) After the Test.…

A model for assuring quality in the development of course objectives and classroom and exit examinations is presented. The model was based on a pilot study with 131 faculty at the University of Central Florida. It was found that 91% of teaching faculty create 100% of the tests they use to evaluate student performance. The faculty seemed to use…

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)

The influence of item arrangement on students' total test performance was investigated. Two hierarchical multiple regression analyses were used to analyze the data. The main finding within the context of this study was that item arrangements based on item difficulties did not influence achievement examination performance. (Author/DWH)

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";…

In quantitative courses, examinations measure a small portion of the students' subject mastery, and grading is difficult. Take-home examinations test more but their development is difficult. Computer assisted test construction, where a computer generates random data within relative constraints for preprogrammed examination questions, is proposed…

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)