Abstract
Ideally the test questions we giveto students reflect our educational objectives. Recent curriculum developments in geography show a change in these objectives, from an emphasis on imparting knowledge towards a greater stress on involving students in solving geographic problems. Most teachers, however, are accustomed to writing questions which measure factual knowledge. What kinds ofquestions can we ask which would bebetter aligned with our objectives? This paper is an attempt to indicate some such questions.It discusses aspects of test design, item classification, and styles of presentation which facilitate the preparation of tests measuring a variety of objectives. It also comments briefly on student performanceon different kinds of items.
| Language | English |
|---|---|
| Pages | 157-162 |
| Number of pages | 6 |
| Journal | Journal of Geography |
| Volume | 70 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1971 |
| Externally published | Yes |
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Preparing tests to measure course objectives. / Monk, Janice J.
In: Journal of Geography, Vol. 70, No. 3, 1971, p. 157-162.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Preparing tests to measure course objectives
AU - Monk, Janice J.
PY - 1971
Y1 - 1971
N2 - Ideally the test questions we giveto students reflect our educational objectives. Recent curriculum developments in geography show a change in these objectives, from an emphasis on imparting knowledge towards a greater stress on involving students in solving geographic problems. Most teachers, however, are accustomed to writing questions which measure factual knowledge. What kinds ofquestions can we ask which would bebetter aligned with our objectives? This paper is an attempt to indicate some such questions.It discusses aspects of test design, item classification, and styles of presentation which facilitate the preparation of tests measuring a variety of objectives. It also comments briefly on student performanceon different kinds of items.
AB - Ideally the test questions we giveto students reflect our educational objectives. Recent curriculum developments in geography show a change in these objectives, from an emphasis on imparting knowledge towards a greater stress on involving students in solving geographic problems. Most teachers, however, are accustomed to writing questions which measure factual knowledge. What kinds ofquestions can we ask which would bebetter aligned with our objectives? This paper is an attempt to indicate some such questions.It discusses aspects of test design, item classification, and styles of presentation which facilitate the preparation of tests measuring a variety of objectives. It also comments briefly on student performanceon different kinds of items.
UR - http://www.scopus.com/inward/record.url?scp=84944652452&partnerID=8YFLogxK
U2 - 10.1080/00221347108981608
DO - 10.1080/00221347108981608
M3 - Article
VL - 70
SP - 157
EP - 162
JO - Journal of Geography
T2 - Journal of Geography
JF - Journal of Geography
SN - 0022-1341
IS - 3
ER -