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TEACHER EDUCATION AND TEACHER‐PERCEIVED NEEDS IN EDUCATIONAL MEASUREMENT AND EVALUATION
Author(s) -
GULLICKSON ARLEN R.
Publication year - 1986
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1986.tb00254.x
Subject(s) - summative assessment , formative assessment , psychology , mathematics education , statistical analysis , medical education , pedagogy , medicine , mathematics , statistics
Professors and teachers were compared relative to their perspectives on preservice educational measurement courses. Twenty‐four professors from different colleges in seven states and 360 teachers from elementary and secondary schools in one midwestern state responded via mailed questionnaire. Professors reported the emphasis given to each of eight topics in preservice educational measurement courses, and teachers reported the emphasis they believed should be given to each topic. In five of the eight content areas, the relative emphases given by professors differed from that recommended by teachers. Major differences emerged in nontest evaluation, statistical analysis, and formative and summative evaluation. Implications of these results are discussed.