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Evaluating the Assessment Qualities of Teacher-Created Tests

Evaluating the Assessment Qualities of Teacher-Created Tests

Lauren M. Rein
Copyright: © 2019 |Pages: 20
ISBN13: 9781522569862|ISBN10: 1522569863|EISBN13: 9781522569879
DOI: 10.4018/978-1-5225-6986-2.ch013
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MLA

Rein, Lauren M. "Evaluating the Assessment Qualities of Teacher-Created Tests." Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, edited by Eddy White and Thomas Delaney, IGI Global, 2019, pp. 263-282. https://doi.org/10.4018/978-1-5225-6986-2.ch013

APA

Rein, L. M. (2019). Evaluating the Assessment Qualities of Teacher-Created Tests. In E. White & T. Delaney (Eds.), Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom (pp. 263-282). IGI Global. https://doi.org/10.4018/978-1-5225-6986-2.ch013

Chicago

Rein, Lauren M. "Evaluating the Assessment Qualities of Teacher-Created Tests." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, edited by Eddy White and Thomas Delaney, 263-282. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6986-2.ch013

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Abstract

Due to programmatic pressures and professional reasons, language teachers and program administrators are becoming more interested in the analytical side of test evaluation. Program-wide tests are often maintained by program administrators, while teacher-created tests too often remain in the classroom and are never effectively analyzed for their assessment qualities. This chapter will attempt to describe several practical and approachable methods to plan and evaluate teacher-created tests without complicated and advanced statistical measures. This chapter argues for a harmonious existence of both standardized exams and classroom assessments built around student learning outcomes. After outlining well-known assessment foundations and defining terminology, the chapter will describe the practical necessity of aligning with outcomes in order to meet programmatic standards. Finally, this chapter will provide a variety of qualitative measures to evaluate teacher-created tests, along with a small selection of basic statistical measures.

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