The contradiction between teachers' instructional goals and their assessment practices in high school biology courses

Abstract

This study examines the correspondence between (1) teachers' student learning outcome goals, and (2) teachers' assessment practices. Ten high school biology teachers were interviewed individually about their teaching philosophies and practices. Teachers' student learning goals were categorized, and their test and practice items were rated on level of processing (whether the item required basic knowledge, integration, or application) and item format (recognition or recall). Overall, teachers wanted their students to develop a general interest in and understanding of biology as well as its real-world applications. They also wanted their students to develop higher order study skills by interpreting information, managing their time and effort, and thinking critically. However, their assessment practices did not support these goals. On average, over half of the items (52% of test items, 53% of practice items) required only basic knowledge, while almost none required application (5% of test items, 4% of practice items). Nearly two thirds (65%) of test items were recognition items. Interview findings suggest that teachers were not aware of the contradiction between their instructional goals and assessment practices. © 1996 John Wiley & Sons, Inc.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 81 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.