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Title
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Students' expectations about the processing demands of teacher-made tests
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Author
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Abstract
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| 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. |
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Language
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English
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Source (journal)
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Studies in educational evaluation. - Oxford
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Publication
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Oxford
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2004
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ISSN
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0191-491X
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DOI
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10.1016/J.STUEDUC.2004.11.002
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Volume/pages
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30
:4
(2004)
, p. 281-303
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Full text (Publisher's DOI)
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Full text (publisher's version - intranet only)
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