Abstract
<p style="text-align:justify">Teacher-made tests (TMT) are the most used instruments for assessment and evaluation. This study investigates the cognitive requirements, test construction errors, and item types of TMTs. Content analysis technique is used in order to analyze and classify TMT items based on TIMSS-2019 assessment framework and based on criteria that is constructed to determine test construction errors. The data is consisted of 548 items in 30 exam papers of 18 mathematics teachers from 13 distinct schools. The distribution of TIMSS-2019 cognitive demands of all TMTs indicates that there is a strong emphasis on knowing or applying cognitive domains, with a total percentage of 93. Since 83% of all questions are of multiple choice and 17% are constructed-response type, teachers mostly prefer multiple choice item type. Findings also reveal that except face validity, there are errors concerning test constructions. Consequently, it is suggested that teachers should give more care on preparing items of higher cognitive levels, on tests of mixed type items, and on tests that involve lesser construction errors for more reliable tests. Finally, it is also suggested that measurement and evaluation specialists should be employed in each school or in each local Ministry of National Education Authority at least, in order to support teachers, but if this is not possible in a close time, there must be in-service training programs on measurement and evaluation for teachers to participate in.</p>
Highlights
Assessment and evaluation are crucial concepts in education
Content analysis technique is used in order to analyze and classify Teacher-made tests (TMT) items based on TIMSS-2019 assessment framework and based on criteria that is constructed to determine test construction errors
In this study we aim to examine TMTs; and the main problem is that “what are the cognitive requirements, test construction errors, and item types of teacher-made tests?”
Summary
Assessment and evaluation are crucial concepts in education. The term assessment is defined as “the process of gathering evidence about a student’s knowledge of, ability to use, and disposition toward mathematics and of making inferences from that evidence for a variety of purposes” (National Council of Teachers of Mathematics, 1995, p.3). Perhaps the most used instruments for gathering information for assessment and evaluation are teacher-made tests (TMT). Oescher and Kirby (1990) reported that
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
