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Zenisky, A. L., and Hambleton, R. K. (2012). Developing test score reports that work: The process and best practices for effective communication. Educational Measurement Issues and Practice 31(2), 21-26.

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Article

Project-based Approach to Teaching Standardized Test Construction: A Model for Pre-Service Education Students on How to Standardize a Test

1Special Education, University of Wisconsin – Whitewater, Whitewater, USA


American Journal of Educational Research. 2015, Vol. 3 No. 12, 1528-1535
DOI: 10.12691/education-3-12-8
Copyright © 2015 Science and Education Publishing

Cite this paper:
David M. Gordon, James C. Collins, Kelly L. Jewell. Project-based Approach to Teaching Standardized Test Construction: A Model for Pre-Service Education Students on How to Standardize a Test. American Journal of Educational Research. 2015; 3(12):1528-1535. doi: 10.12691/education-3-12-8.

Correspondence to: David  M. Gordon, Special Education, University of Wisconsin – Whitewater, Whitewater, USA. Email: gordond@uww.edu

Abstract

The article is a descriptive case study of a project-based approach to simulate test construction in a pre-service undergraduate training program for future teachers. The curriculum for pre-service teachers (PSTs) in the training program involved learning how to develop tests, how to practice using standardized assessment instruments, and to how to interpret the results from testing. The PSTs completed an educational project to acquire hands on teaching skills in relation to test construction and standardizing a test of a sample population. This article discusses the use of a project-based instructional approach by having students develop a standardized test, rather than using a traditional lecture-based approach, to teach basic assessment skills. Results revealed that PSTs learned the necessary foundational knowledge required in the curriculum and enjoyed the hands-on approach to learning. Practical implications and areas in need of future research are discussed.

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