Abstract
Classroom tests developed by seventh- and eighth-grade science and mathematics teachers were analyzed by panels of content and measurement experts. Teachers also completed a questionnaire, an interview, and two measures of competence in testing. Teachers used all major item formats; science teachers favored multiple choice, and mathematics teachers favored computation items. Faults were found in 35% of completion and 20% of multiple-choice items. Average test quality on 30 evaluative items was 5.4 on 7-point semantic-differential scales. Quality of a teacher's test was best predicted by performance on a multiple-choice test of measurement competence. Test quality was also associated with ability to detect item faults and self-report adequacy of measurement training. Teachers' testing is discussed relative to the likelihood and appropriateness of their measurement training. Related issues considered include curricular fit, instructional sensitivity, and allocation of resources to support test development a...
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