Achievement Testing--A Look at Trends.

Autor/in	Bligh, Harold F.
Titel	Achievement Testing--A Look at Trends.
Quelle	(1979), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Achievement Tests; Cognitive Measurement; Curriculum Development; Educational Improvement; Educational Testing; Educational Trends; Elementary Secondary Education; Information Dissemination; Minimum Competency Testing; Norms; Scores; Standardized Tests; Test Bias; Test Construction; Test Interpretation; Testing Problems + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Bildungsentwicklung; Informationsverbreitung; Normwert; Standadised tests; Standardisierter Test; Testkritik; Testaufbau; Test analysis; Testauswertung
Abstract	The strengths and weakness of standardized tests, and trends in achievement testing in the last 15 years are examined. The discussion of achievement tests includes survey, instructional, diagnostic, and basic skills tests, as well as tests used for formative and summative evaluation. Minimum competency tests are not examined in detail. Advantages of the tests are summarized: accuracy, objectivity, comparability, convenience, and efficiency. Multilevel achievement test series recognized as providing comprehensive and continuous measurement from kindergarten through high school. Critics are concerned with procedures for administering, interpreting, and using tests; the emphasis on measurement of cognitive skills; the emphasis on recall--rather than analysis, synthesis, and other higher order skills; the reliance on multiple-choice and/or poorly constructed test items; the failure to measure what is being taught; and test bias. It is asserted that criticism has contributed to the improvement of achievement tests. In test development, attention is being paid to: eliminating bias from test items; providing self-scoring or latent image printing tests for more immediate feedback; involving teachers and educational personnel in writing objectives and test items; developing item banks; providing more interpretive and prescriptive information; developing multilevel, scaled score systems; using latent trait models; and providing expectancy tables. The impact of the impetus for truth in testing is still unknown. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01