Title
Students' expectations about the processing demands of teacher-made tests
Author
Faculty/Department
Faculty of Applied Economics
Publication type
article
Publication
Oxford ,
Subject
Educational sciences
Source (journal)
Studies in educational evaluation. - Oxford
Volume/pages
30(2004) :4 , p. 281-303
ISSN
0191-491X
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Abstract
History teachers (N=22) and their 11th-grade students (N=451) rated the importanceof four types of questions (verbatim, paraphrase, inference and skill items) by indicating the degree to which these questions were to be expected in an upcoming teacher-made test about a particular textbook chapter. In addition, teachers classified their actual tests according to these four question types. Importance ratings of individual students showed a low correspondence with those of their teacher and no correspondence with the actual test questions (as classified by their teacher). However, teachers' importance ratings also showed a considerable number of discrepancies with the actual test questions. These findings suggest that in study-test situations, more clarity is needed about processing demands.
E-info
https://repository.uantwerpen.be/docman/iruaauth/701d76/aa49b9f3984.pdf