Post Hoc Analysis of Test Items Written by Technology Education Teachers

Haynie, William J.

doi:10.21061/jte.v4i1.a.3

Cited by 9 publications

(8 citation statements)

References 7 publications

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“…Wooden rails were not made until several 100 years later and how their purpose is related to the inception date for wheels is not obvious. This kind of extraneous information can be very confusing and disturbing to pupils (Haynie 1992).…”

Section: Test Item Themesmentioning

confidence: 99%

What is it called and how does it work: examining content validity and item design of teacher-made tests

Hartell

Strimel

2018

Int J Technol Des Educ

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This article examines content validity in teacher made tests in elementary technology education-an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers' assessment practices are not always adequate to support instruction, much is unknown about teachers' assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils' everyday lives, which seem to contradict the aims and purpose of the subject.

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Section: Test Item Themesmentioning

confidence: 99%

What is it called and how does it work: examining content validity and item design of teacher-made tests

Hartell

Strimel

2018

Int J Technol Des Educ

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“…The low quality of teacher-made questions can be seen from several indicators, such as invalid and unreliable questions, no blueprint, low linguistic aspect, and intended to measure low order thinking skills. Haynie (1992) stated that teachers lack test-development training, fail to do test analysis, do not establish reliability or validity of questions, do not utilize blueprint test, put all content in equal position, test below basic knowledge level, and construct test with grammatical and spelling errors.…”

Section: Introductionmentioning

confidence: 99%

Teacher Competence and Difficulties in Constructing Hots Instruments in Economics Subject

Dahlan

Permana

Oktariani

2020

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This research was motivated by the students’ low high order thinking skill which was related to teachers’ low competence in constructing high order thinking skills instrument. This study was intended to describe economics teachers’ competence and difficulties in developing instruments to measure higher order thinking skills. The subjects of this study were 45 economics teachers and 270 students from 27 public high schools in Bandung. The study employed quantitative survey method with questionnaire and focus group discussion (FGD) as the instruments. The survey method was carried out to describe the teachers’ competences and difficulties in constructing instruments. The results of the study indicated that the teacher's competence in constructing high order thinking skills instruments was low. The research findings showed that only 12% of the teacher-made questions can be categorized at the analyzing level to creating level, and 88% were categorized in remembering to applying level. This resulted in the teachers’ obstacles in constructing higher order thinking skills instruments. The research findings signified that 80% of the teachers faced difficulties in constructing essay and multiple choices instruments.

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“…Scheffe's test indicated that teachers with more than 10 years of teaching experience reported on average higher levels of self-perceived skillfulness in analyzing test items, communicating assessment results, writing test items, using performance assessment, and grading than both teachers with 1 to 5 years of teaching experience and teachers with 6 to 10 years of teaching experience. But [10] study result shows that teachers with fewer than 8 years of experience developed items with better overall quality than those who had more experience. The less experienced teachers significantly outperformed their more experienced peers on seven of the quality factors studied: spelling, distractors, key accuracy, usability, validity, taxonomy, and overall quality.…”

Section: Discussionmentioning

confidence: 73%

Instructors�� Classroom Assessment Practices as a Function of Training Background and Teaching Experience with Particular Reference to Final Examinations

Sewagegn¹

2013

EDUCATION

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The purpose of the study was to analyze the assessment practice of Debre Markos University instructors as a function of training background and teaching experience with reference to final examinations. Furthermore, the study aimed at investigating the perception of students about the classroom assessment practices of their instructors and the perception of teachers on their classroom assessment practices. The subjects of the study were 280 students and 51 instructors from the five colleges. In addition to this 65 final exam papers were collected from the respective colleges. The instruments used for the study were document analysis (i.e., exam papers), and questionnaires. The data collected were analyzed using descriptive techniques and were tested through t-test and one-way ANOVA. The result suggested that there was significant difference in including the general information's of test construction principles, writing good multiple choice and short answer items as a function of training background. It was also observed that significant difference was observed in including the general information's of test construction principles and writing good short answer items as a function of teaching experience. Significant mean difference was not observed on the perception of instructors on the assessment practices. However, significant difference was observed in the perception of students about the assessment practice of instructors across different colleges. On the basis of the findings, conclusions were drawn.

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Post Hoc Analysis of Test Items Written by Technology Education Teachers

Cited by 9 publications

References 7 publications

What is it called and how does it work: examining content validity and item design of teacher-made tests

What is it called and how does it work: examining content validity and item design of teacher-made tests

Teacher Competence and Difficulties in Constructing Hots Instruments in Economics Subject

Instructors�� Classroom Assessment Practices as a Function of Training Background and Teaching Experience with Particular Reference to Final Examinations

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