Teacher-Made Tests: Why They Matter and a Framework for Analysing Mathematics Exams

Autor/in	Wellberg, Sarah
Titel	Teacher-Made Tests: Why They Matter and a Framework for Analysing Mathematics Exams
Quelle	In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 1, S.53-75 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wellberg, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2023.2189565
Schlagwörter	Teacher Made Tests; Mathematics Tests; Common Core State Standards; Test Items; Test Content; Alignment (Education); Cognitive Processes; Difficulty Level; Culture Fair Tests + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Test content; Testaufgabe; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	Classroom assessment research in the United States has shifted away from the examination of teacher-made tests, but such tests are still widely used and have an enormous impact on students' educational experiences. Given the major shifts in educational policy in the United States, including the widespread adoption of the Common Core State Standards, I argue that researchers should examine the tests and quizzes that teachers create and administer in order to determine whether those policies have had the intended impact of teachers' assessment practices. Furthermore, these investigations should be grounded in discipline-specific conventions for developing and demonstrating knowledge. I then propose a research-based framework for analysing mathematics exams that focuses on alignment with learning goals, cognitive complexity, variety of task formats, attentiveness to culture and language, and clarity of expectation. This framework is meant to be used formatively, helping researchers, administrators, and teachers identify strengths and areas for growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01