Publication
Title
Students' expectations about the processing demands of teacher-made tests
Author
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.
Language
English
Source (journal)
Studies in educational evaluation. - Oxford
Publication
Oxford : 2004
ISSN
0191-491X
Volume/pages
30:4(2004), p. 281-303
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Publication type
Subject
External links
Record
Identification
Creation 07.05.2015
Last edited 21.11.2016