{"title":"确定基础学校教师编制测试题目的技能","authors":"Kofi Nkonkonya Mpuangnan","doi":"10.1002/rev3.3478","DOIUrl":null,"url":null,"abstract":"Assessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Determining skills of basic schoolteachers in test item construction\",\"authors\":\"Kofi Nkonkonya Mpuangnan\",\"doi\":\"10.1002/rev3.3478\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Assessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.\",\"PeriodicalId\":45076,\"journal\":{\"name\":\"Review of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-06-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/rev3.3478\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/rev3.3478","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
评估实践在促进学生学习和指导教学决策方面发挥着至关重要的作用。构建有效测试题目的能力对于评价学生学习和制定教学策略至关重要。本研究旨在调查加纳基础学校教师构建测试题目的能力。研究重点是修订后的布鲁姆分类法。研究采用了横断面调查设计,并编制和使用了调查问卷来收集所需数据。通过简单随机抽样技术从 560 名基础学校教师中收集了数据。参与者包括 280 名男教师和 280 名女教师。收集到的数据通过平均值和标准差进行了描述性统计分析。用 p 值(α ≤ 0.05)来确定教师在测试项目构建技能方面的差异,用独立 t 检验来比较男女参与者的能力差异。分析表明,参与者对自己构建测试题目的能力的认识存在明显差异,这在统计学上具有显著意义。具体而言,女教师与男教师相比,在构建测试题目的技能方面表现出更强的能力。此外,大多数教师在编制测试题目时优先考虑布卢姆分类法中的低级层次。建议在地区层面为教师定期提供有关编制测试题目的在职培训,以更新和提高他们的技能。
Determining skills of basic schoolteachers in test item construction
Assessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.