The Tailored Response Test: An Approach to Assessing Higher Order Thinking Related to Work Roles and Contexts.

Autor/in	Thomas, Ruth G.
Institution	Minnesota Univ., St. Paul. Minnesota Research and Development Center for Vocational Education.
Titel	The Tailored Response Test: An Approach to Assessing Higher Order Thinking Related to Work Roles and Contexts.
Quelle	(1988), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Measurement; Decision Making Skills; Diagnostic Tests; Secondary Education; Situational Tests; Student Evaluation; Test Construction; Test Reliability; Test Validity; Vocational Education; Work Environment + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Sekundarbereich; Situationsansatz; Schulnote; Studentische Bewertung; Testaufbau; Testreliabilität; Testvalidität; Ausbildung; Berufsbildung; Arbeitsmilieu
Abstract	The Tailored Response Test (TRT) is an approach to assessment that presents information or real-life situations and assesses how the respondent interprets and handles information or situations. Respondents (N=127) were asked to respond to 12 test segments by editing a printed passage or other material following a video presentation of a situation or information in the field of child care. The edited paragraph or material was then hand scored using a scoring template or scored more quickly by using a microcomputer. A study examined the potential of the TRT as an approach to assessing higher-order thinking and knowledge use within a specific domain and practice area relevant to vocational education. Results of the pilot tests conducted to assess the TRT indicated that it successfully focuses on the totality of situations rather than on only one or two aspects of a situation, reflects expertise in an identified body of knowledge, avoids the potential for test-wiseness being reflected in responses, and is reliable and valid at levels accepted for classroom use, program evaluation, and potential development as a standardized test. It was thus deemed to be a promising approach to determining contributions of vocational education to developing higher-order thinking skills in students that is relevant to work roles and contexts. (Information on the content/practice domain for the TRT is appended.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC