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Using Multiple Choice Examination Items To Measure Teachers' Content-Specific Pedagogical Knowledge.
Download full textKromrey, Jeffrey D.; Renfrow, Donata D. – 1991
The use of multiple-choice test items measuring content-specific pedagogical knowledge (C-P) as a viable method of increasing the validity of teacher tests is described. The purposes of the paper are to: (1) present examples of multiple-choice test items used for the assessment of C-P and contrast these items with items used for assessing content…
Descriptors: Content Validity, Elementary Secondary Education, Higher Education, Instructional Effectiveness
Peer reviewedSteinbrink, John E.; Jones, Robert M. – Social Studies, 1991
Examines textbook-test alignment in the social studies curriculum. Defines alignment as review items conceptually and contextually matching test items. Indicates research that shows critically low alignment levels between review and test items, providing examples from a fifth grade textbook. Outlines five steps by which teachers can develop…
Descriptors: Academic Achievement, Concept Formation, Content Validity, Cooperative Learning
