Abstract
Scholarly Communication is a dynamic landscape, and we are continually evolving. Many scholarly communications activities have spun-off into their own departments, such as VT Publishing and Digital Imaging and Preservation Services, and Digital Library Development. Our focus is on supporting the creation and dissemination of scholarship.
Highlights
Most testing in schools employs teacher-made tests (Haynie, 1983, 1990, 1991; Herman & Dorr-Bremme, 1982; Mehrens & Lehmann, 1987; Newman& Stallings, 1982)
Rating indicates how many words were misspelled in the item
Spelling errors are detrimental to good teaching and testing
Summary
Most testing in schools employs teacher-made tests Research has shown that teachers lack sufficient training in test development, fail to analyze tests, do not establish reliability or validity, do not use a test blueprint, weight all content rarely test above the basic knowledge level, and use tests with grammatical and spelling errors (Burdin, 1982; Carter, 1984; Gullickson, 1982; Gullickson & Ellwein, 1985; Hills, 1991). Their tests are simplistic and depend upon short answer, true-false, and other prepared items. Do teachers understand how to match test items to curriculum content and taxonometric level?
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