Using a Table of Specifications to improve teacher-constructed traditional tests

An experimental design

Nicole Barnes, Helenrose Fives, Emily S. Krause

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

We investigated if instruction on a Table of Specifications (TOS) would influence the quality of classroom test construction. Results should prove informative for educational researchers, teacher educators, and practising teachers interested in evidenced-based strategies that may improve assessment-related practices. Fifty-three college undergraduates were randomly assigned to an experimental (exposed to the TOS strategy) and a comparison condition (no specific strategy support) and given materials for an instructional unit to use to construct a classroom test. Results of a multivariate analysis of covariance suggested that students exposed to the TOS strategy constructed a test with higher test content evidence but not response process evidence scores. Furthermore, we found that treatment participants were able to accurately complete the TOS tool and choose items that reflected the subject matter specified in the TOS tool. However, they experienced difficulty selecting items at the cognitive level specified in the TOS tool.

Original languageEnglish
Pages (from-to)90-108
Number of pages19
JournalAssessment in Education: Principles, Policy and Practice
Volume21
Issue number1
DOIs
StatePublished - 1 Jan 2014

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teacher
test construction
classroom
multivariate analysis
evidence
educator
instruction
student

Keywords

  • summative assessments
  • teacher-made tests
  • validity

Cite this

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Using a Table of Specifications to improve teacher-constructed traditional tests : An experimental design. / Barnes, Nicole; Fives, Helenrose; Krause, Emily S.

In: Assessment in Education: Principles, Policy and Practice, Vol. 21, No. 1, 01.01.2014, p. 90-108.

Research output: Contribution to journalArticleResearchpeer-review

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