Assessing assessment: Teachers’ perspectives and implications

Abstract

This study investigated a group of teachers' perceptions of quality science test items.  Utilizing clinical interviews, it examines the participants' criteria of assessing "goodness" or "quality" of science test items. The items for interviews were selected from a state-wide standardized test released items. In analyzing the participants' numeric ratings and narrative justifications for each test item, it was noted that participants of this study did not pay explicit attention to the content being tested. Rather, participants show a considerable variety of criteria focusing on the presentation of the questions such as layout of the test, use of visual components, and word choices or clarity of directions without referring to the concepts involved. The results offer insights into teachers' interpretations of quality science test items and the issues for more targeted research.