Learning from Standards-Based Exams

Autor/in	Shiland, Thomas
Titel	Learning from Standards-Based Exams
Quelle	In: Science Teacher, 71 (2004) 1, S.47-49 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Chemistry; Test Interpretation; Formative Evaluation; Teacher Improvement; Multiple Choice Tests; Standardized Tests; State Standards; Problem Solving; Error Correction; High School Students; New York + Suchen Sie Ihr Suchwort? Chemie; Test analysis; Testauswertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Standadised tests; Standardisierter Test; Problemlösen; Korrektur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This article examines whether an analysis of student answers to a standards-based, summative examination can be used to improve a teacher's instruction. The author, who is a chemistry teacher at Saratoga Springs High School, analyzed both the multiple-choice and the constructed response questions of the June 2003 New York State chemistry exam focusing on the items that were heavily missed by his students. A total of 44 exams were analyzed from two classes of students. An analysis of two of the multiple-choice and two of the constructed response questions is presented. Based on an analysis of the students' answers, the author learned that a final exam can be used to improve instruction and not just as a "summative" measure of achievement. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10