Abstract
The study described in this article was designed to gather information about teachers' perspectives on achievement testing and to describe where the competency-based testing in Continuous Uniform Evaluation Systems (CUES) programs fits into teachers' overall plans for teaching and assessing students.
The specific objectives of the research were (1) to develop a taxonomy of techniques that teachers use to assess students, (2) to describe teachers' uses and perceptions of various assessment techniques, and (3) to describe the implementation of various assessment activities in natural classroom settings. The results of the study have implications for the design and implementation of instructional systems in school settings.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Cole, N., & Nitko, A. (1979).Instrumentation and bias: Issues in selecting measures for educational evaluation. Paper presented at the National Symposium on Educational Research, Johns Hopkins University.
D'Andrade, R. (1976). A propositional analysis of U. S. American beliefs about illness. In K. Basso & H. Selby (Eds.),Meaning in Anthropology. Albuquerque, NM: University of New Mexico Press.
Dick, W., & Reiser, R. (1989).Planning effective instruction. Englewood Cliffs, NJ: Prentice Hall.
Eisner, E. (1967). Educational objectives: Help or hindrance?School Review, 75, 250–266.
Hambelton, R., Swaminathan, H., Algina, J., & Coulson, D. (1978). Criterion-referenced testing and measurement: A review of technical issues and developments.Review of Educational Research, 48, 1–47.
Haladyna, T. (1991). Generic questioning strategies for linking teaching and testing.Educational Technology Research and Development, 39(1), 73–81.
Hanson, R., & Schutz, R. (1978). A new look at schooling effects from programmatic research and development. In D. Mann (Ed.),Making Change Happen. New York: Teachers College Press.
Joyce, B. (1978–1979). Toward a theory of information-processing in teaching.Education Research Quarterly, 3, 66–67.
Leinhardt, G., & Seewald, A. (1980).Overlap: What's tested, what's taught? Manuscript available from Learning Research and Development Center, University of Pittsburgh.
Martin, B., & Clemente, R. (1990). Instructional systems design and public schools.Educational Technology Research and Development, 38(2), 61–75.
Mehan, H. (1979).Learning lessons. Cambridge: Harvard University Press.
Morine, G. (1976).A study of teacher planning. San Francisco: Far West Regional Laboratory.
Nitko, A. (1980). Distinguishing the many varieties of criterion-referenced tests.Review of Educational Research, 50, 461–485.
Pelto, P., & Pelto, G. (1978).Anthropological research: The structure of inquiry (2nd ed.). New York: Cambridge University Press.
Quinsaat, M. (1980). ‘But it's important data’: Making the demands of a cognitive experiment meet the educational imperatives of the classroom.The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2, 70–74.
Salmon-Cox, L. (1980).Teachers and tests: What's really happening? Paper presented at the meetings of the American Educational Research Association, Boston.
Schiffman, S., & Gansneder, B. (1987). Graduate programs in educational technology: Their characteristics and involvement in public education.Journal of Instructional Development, 10(3), 22–28.
Shavelson, R. (1980).Research on teachers' pedagogical thoughts, judgments, decision, and behavior. Washington, DC: National Institute of Education.
Shrock, S., & Byrd, D. (1988). An instructional development look at staff development in the public schools.Journal of Instructional Development, 10(4), 45–53.
Spradley, J. (1979).The ethnographic interview. New York: Holt, Rinehart, and Winston.
Snelbecker, G. (1988). Instructional design skills for classroom teachers.Journal of Instructional Development, 10(4), 33–40.
Sullivan, H., & Higgins, N. (1983).Teaching for competence. New York: Teachers College Press.
Yeh, J. (1978).Test use in the schools. Los Angeles: Center for the Study of Evaluation, University of California, Los Angeles.
Yinger, R. (1979).A study of teacher planning: Description and a model of pre-active decision making (Research Series 55). East Lansing: Institute for Research in Teaching.
Zahorik, J. (1975). Teachers' planning models.Educational Leadership, 33, 134–139.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Higgins, N., Rice, E. Teachers' perspectives on competency-based testing. ETR&D 39, 59–69 (1991). https://doi.org/10.1007/BF02296439
Issue Date:
DOI: https://doi.org/10.1007/BF02296439