Measurement of Achievement and Transfer through Divergent Thinking.

Autor/in	Dirkes, M. Ann
Titel	Measurement of Achievement and Transfer through Divergent Thinking.
Quelle	(1984), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Cognitive Tests; Divergent Thinking; Education Majors; Graduate Students; Higher Education; Preservice Teacher Education; Problem Solving; Scoring; Test Construction; Test Format; Test Interpretation; Thinking Skills; Transfer of Training + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Problemlösen; Bewertung; Testaufbau; Testentwicklung; Test analysis; Testauswertung; Denkfähigkeit; Training; Transfer; Ausbildung
Abstract	A divergent thinking (DT) test format, scored for flexible and original thinking, is presented. The DT test format, designed to assess teacher competencies and estimate the transfer of competencies to new situations, was administered to graduate students enrolled in a testing course. The DT format allowed students to list phrases and sentence fragments; this procedure highlighted the purpose of the test, namely, to elicit flexible and original thinking. Fifty-six students, most of whom were certified teachers, were asked to use divergent thinking on a quiz. The purposes of the quiz were to: (1) instruct students in the art of testing through idea production; (2) measure students' subject matter achievement; and (3) approximate transfer of learning. Students were asked to: (1) list as many ideas as possible about the interpretation of a test they had administered; and (2) list five criteria for selecting the most important factors in the interpretation of test scores. The socring of this DT test is illustrated. Students who scored well drew on their recent experiences in test construction, scoring, and preparing report cards; recalled idea from instruction; and created new ideas during the quiz. The review of items listed by the students indicated that the DT test format measured course objectives as well as would conventional tests. Sample test responses are provided. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC