Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection

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1 Citation (Scopus)

Abstract

We present a descriptive analysis of 53 naïve assessment constructors’ explanations for selecting test items to include on a summative assessment. We randomly assigned participants to an informed and uninformed condition (i.e., informed participants read an article describing a Table of Specifications). Through recursive thematic analyses of participants’ explanations, we identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. We describe the nature of the strategies and the degree to which participants used strategies with frequency and effect size analysis. Results can inform teacher education on assessment construction through explicit instruction in the three families of strategies identified.

Original languageEnglish
Pages (from-to)85-101
Number of pages17
JournalJournal of Teacher Education
Volume68
Issue number1
DOIs
StatePublished - 1 Jan 2017

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evaluation
instruction
teacher
education

Keywords

  • assessment
  • preservice teacher education
  • strategy use
  • teacher education preparation
  • test construction

Cite this

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Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection. / Fives, Helenrose; Barnes, Nicole.

In: Journal of Teacher Education, Vol. 68, No. 1, 01.01.2017, p. 85-101.

Research output: Contribution to journalArticleResearchpeer-review

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