TEACHER EDUCATION AND TEACHER‐PERCEIVED NEEDS IN EDUCATIONAL MEASUREMENT AND EVALUATION

Abstract

Professors and teachers were compared relative to their perspectives on preservice educational measurement courses. Twenty‐four professors from different colleges in seven states and 360 teachers from elementary and secondary schools in one midwestern state responded via mailed questionnaire. Professors reported the emphasis given to each of eight topics in preservice educational measurement courses, and teachers reported the emphasis they believed should be given to each topic. In five of the eight content areas, the relative emphases given by professors differed from that recommended by teachers. Major differences emerged in nontest evaluation, statistical analysis, and formative and summative evaluation. Implications of these results are discussed.