Errors-and-Omissions Tests: A Methodology for Achieving Cost-Effective and Reliable Performance Assessments.

Autor/inn/en	Jones, Michael H.; und weitere
Titel	Errors-and-Omissions Tests: A Methodology for Achieving Cost-Effective and Reliable Performance Assessments.
Quelle	(1990), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Teachers; Beginning Teachers; Commercial Art; Educational Assessment; Job Performance; Occupational Tests; Performance Based Assessment; Performance Tests; Postsecondary Education; Simulation; Situational Tests; Teacher Certification; Teacher Evaluation; Test Construction; Test Reliability; Vocational Evaluation; Work Sample Tests + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Junior teacher; Junglehrer; Education; assessment; Bewertungssystem; Work performance; Arbeitsleistung; Berufseignungsprüfung; Leistungsermittlung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Post-secondary education; Tertiäre Bildung; Simulation program; Simulationsprogramm; Situationsansatz; Teacher appraisal; Lehrerbeurteilung; Testaufbau; Testreliabilität
Abstract	In the domain of performance assessment, the errors-and-omissions (EOT) test falls between a work-sample test and a simulation test. The examinee works with a sample of material from the work environment. The correct answers and the exact criteria for acceptable performance are known in advance. For this study, EOTs were used for assessing entry level teachers in the areas of commercial art and furniture repair and upholstery. Thirty examinees were drawn from the pool of existing experienced teachers in Florida. A committee of six to eight experts in each field identified the competencies and skills needed to be an effective teacher. The committee members modified hypothetical examples of EOT tests, which were reviewed by additional experts in the fields, and used the examples in pilot testing with one teacher from the pool for the furniture repair test and three for the commercial art test. There were three raters for each test. The level of rater agreement was good. Future research will require larger samples to test the methodology proposed. Four appendices provide fictitious examples of commercial artist examinations. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC