A Closer Look at Standardized Tests. Research Series No. 53.

Autor/inn/en	Freeman, Donald; und weitere
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	A Closer Look at Standardized Tests. Research Series No. 53.
Quelle	(1979), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Nachschlagewerk; Achievement Tests; Classification; Content Analysis; Curriculum Development; Curriculum Evaluation; Elementary Education; Elementary School Mathematics; Mathematics Instruction; Quantitative Tests; Research Reports; Standardized Tests; Test Selection; Test Validity; Comprehensive Tests of Basic Skills; Iowa Tests of Basic Skills; Metropolitan Achievement Tests; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Classification system; Klassifikation; Klassifikationssystem; Inhaltsanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Research report; Forschungsbericht; Standadised tests; Standardisierter Test; Testauswahl; Testvalidität
Abstract	To help teachers in comparing the content of their instruction with the content of standardized tests, a taxonomy of elementary school mathematics was developed. The taxonomy consisted of matrix with three dimensions; (1) mode of presentation (how questions are asked); (2) nature of material (type of numbers or mathematical terms); and (3) operation (process required). The intersection of these three dimensions resulted in a matrix of 468 cells, each cell representing a topic that a teacher may elect to cover. The taxonomy was applied to the four most popular standardized tests of mathematics: the Stanford Achievement Test (SAT); the Iowa Tests of Basic Skills (ITBS); the Metropolitan Achievement Tests (MAT); and the Comprehensive Tests of Basic Skills (CTBS). Because of the striking differences found between the four tests, teachers should deliberately select tests which best match the existing curriculum and/or reappraise the curriculum in terms of its match with test content. This match is crucial for diagnosing achievement gains and instructional strengths and weaknesses. (Author/CP)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($1.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC