Changing the Quality of Teachers' Written Tests by Implementing an Authentic Assessment Teachers' Training Program

Autor/inn/en	Villarroel, Verónica; Bruna, Daniela; Brown, Gavin T. L.; Bustos, Claudio
Titel	Changing the Quality of Teachers' Written Tests by Implementing an Authentic Assessment Teachers' Training Program
Quelle	In: International Journal of Instruction, 14 (2021) 2, S.987-1000 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; College Faculty; Teacher Made Tests; Performance Based Assessment; Student Evaluation; Training; Thinking Skills; Problem Solving; Evaluative Thinking; Test Items; Test Construction; Chile + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Leistungsermittlung; Schulnote; Studentische Bewertung; Ausbildung; Denkfähigkeit; Problemlösen; Test content; Testaufgabe; Testaufbau
Abstract	This case study aimed to change the construction of teachers' written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01