Instructional Support System--Occupational Education II. ISSOE Teacher Assessment Guidelines.

Autor/inn/en	Abramson, Theodore; Gass, Steven
Institution	City Univ. of New York, NY. Inst. for Research and Development in Occupational Education.
Titel	Instructional Support System--Occupational Education II. ISSOE Teacher Assessment Guidelines.
Quelle	(1978), (46 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Affective Objectives; Behavioral Objectives; Cognitive Objectives; Criterion Referenced Tests; Educational Assessment; Educational Objectives; Guidelines; Occupational Tests; Performance Tests; Psychomotor Objectives; Scoring; Secondary Education; Test Construction; Testing; Vocational Education + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Richtlinien; Berufseignungsprüfung; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Psychomotorisches Lernziel; Bewertung; Sekundarbereich; Testaufbau; Testdurchführung; Testen; Ausbildung; Berufsbildung
Abstract	A detailed and condensed discussion describes the process of test item preparation in general, with special application to the measurement of learning in occupational education. Because the Instructional Support System Occupational Education (ISSOE) has as a policy a emphasis on input from teachers, these guidelines have been prepared to assist teachers to contribute high quality test items and assessment procedures. The first phase in the process is the statement of behavioral objectives in the four domains: cognitive, psychomotor, perceptual, and affective. Examples of various kinds of test items are given and discussed, and matched to objectives classified under knowing and understanding, doing (including both psychomotor and perceptual tasks), and being (affective). Suggestions or rules are given for constructing items that will match the stated objectives, including rules for multiple-choice, true-false, matching, completion, short answer and essay questions. Performance measures are also described, together with scoring methods. Identification tasks are discussed. Suggestions are made for measures in the affective domain. Finally, procedures are given for assessing the assessment, including a checklist for that purpose. (CT,)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC