Abstract
Teachers’ practices of achievement tests design have not been systematically explored in context. The current qualitative case study investigated the teachers’ perceptions and practices of designing and
using achievement tests at elementary level (Grade VII and VIII). The participants were four science teachers
selected from two schools. Data was collected mainly by conducting semi-structured telephonic interviews
and document collection. The findings revealed that teachers’ practices of test design were not linked with
their existing perceptions. There were no explicit criteria of achievement test design and using the assessment
evidence. The findings also showed limited knowledge of achievement test design among the teachers. Moreover, it was noticed that teachers do not have exposure to reflect on their practices of test design. That is why
teachers lack the essential assessment literacy and skills of developing items for tests. The findings suggest for
especial considerations towards enhancing the teachers’ assessment literacy.
Bashir Uddin, Razia Fakir Mohammad. (2021) Teacher- Made Test Design and Uses: Exploring Teachers' Practices in Pakistan, Journal of Education & Social Sciences, Volume 9, issue 2.
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