{"title":"Pursuing the Qualities of a “Good” Test","authors":"David Coniam","doi":"10.1007/BF03397015","DOIUrl":null,"url":null,"abstract":"This article examines the issue of the quality of teacher-produced tests, limiting itself in the current context to objective, multiple-choice tests. The article investigates a short, two-part 20-item English language test. After a brief overview of the key test qualities of reliability and validity, the article examines the two subtests in terms of test and item quality, using standard classical test statistics. Unsurprisingly, the pretested items outperform the teacher-produced test. The differences between the two subtests underscore issues about the quality (or lack thereof) of teacher-produced tests. The article ends with suggestions of how teacher-produced tests might be improved.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"26 1","pages":"238-249"},"PeriodicalIF":0.4000,"publicationDate":"2017-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"中国教育学前沿","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/BF03397015","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This article examines the issue of the quality of teacher-produced tests, limiting itself in the current context to objective, multiple-choice tests. The article investigates a short, two-part 20-item English language test. After a brief overview of the key test qualities of reliability and validity, the article examines the two subtests in terms of test and item quality, using standard classical test statistics. Unsurprisingly, the pretested items outperform the teacher-produced test. The differences between the two subtests underscore issues about the quality (or lack thereof) of teacher-produced tests. The article ends with suggestions of how teacher-produced tests might be improved.
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Frontiers of Education in China is dedicated to illuminating the results of the newest educational research in China and providing an academic platform for international exchanges. We have carefully selected papers that have previously been published in Chinese universities and scholarly journals as well as academic essays that will be published for the first time. After an exhaustive peer review process, we hope to present these articles to a global audience. Through these papers, international scholars can have the opportunity to understand the current conditions of education in China as well as the research of Chinese academics. Our journal touches upon numerous branches of educational research and theory, as well as educational reform and practical pedagogy.
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