Document Type
Article
Publication Date
1-1-2017
Journal / Book Title
Journal of Teacher Education
Abstract
We present a descriptive analysis of 53 naïve assessment constructors’ explanations for selecting test items to include on a summative assessment. We randomly assigned participants to an informed and uninformed condition (i.e., informed participants read an article describing a Table of Specifications). Through recursive thematic analyses of participants’ explanations, we identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. We describe the nature of the strategies and the degree to which participants used strategies with frequency and effect size analysis. Results can inform teacher education on assessment construction through explicit instruction in the three families of strategies identified.
DOI
10.1177/0022487116668019
MSU Digital Commons Citation
Fives, Helenrose and Barnes, Nicole, "Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection" (2017). Department of Educational Foundations Scholarship and Creative Works. 70.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/70
Published Citation
Fives, H., & Barnes, N. (2017). Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection. Journal of Teacher Education, 68(1), 85-101. https://doi.org/10.1177/0022487116668019