Those (Fill-in-the-Blank) Tests!

Autor/in	Popham, W. James
Titel	Those (Fill-in-the-Blank) Tests!
Quelle	In: Educational Leadership, 63 (2006) 8, S.85-86 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Stellungnahme; Student Evaluation; Educational Testing; Test Construction; Test Validity; Task Analysis; Scoring Rubrics + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Testaufbau; Testvalidität; Aufgabenanalyse; Scoring formulas; Auswertungsbogen
Abstract	In this article, the author explains the key differences among three kinds of instructionally relevant tests that can have a huge impact on what goes on in classrooms: "instructionally insensitive tests," "instructionally sensitive tests," and "instructionally informative tests." If educators understand the advantages and limitations of these three categories of tests, they can more effectively push for installation of the kinds of tests that truly improve instruction. The author also contends that in order for the No Child Left Behind goals to succeed, schools must use instructionally sensitive tests--tests that measure a modest number of important skills and bodies of knowledge and thus do not overwhelm teachers with a hoard of curricular aims too numerous to teach or test in the time available. (ERIC).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10