Abstract
The adequacy of undergraduate educational measurement courses in preparing classroom teachers is difficult to ascertain due to limited and contradictory research on this topic. The present study was aimed at determining teachers’ perceptions of the importance of various educational measurement topics taught in undergraduate courses. A questionnaire was sent to 1,000 Utah school teachers; respondents were divided into subgroups based on length of teaching experience and grade level taught. The teachers rated the importance of 27 educational measurement topics. Results indicate that teachers perceived most of the 27 topics as at least moderately important. Similar ratings for most topics by the different subgroups suggest that a single undergraduate course could be developed to meet the needs of most teacher education students. A few significant subgroup differences were found.
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