DigitalCommons@University of Nebraska - Lincoln

Edited by Steven L. Wise, University of Nebraska-Lincoln

Copyright © 1993, Buros Institute of Mental Measurements
Digital Edition Copyright © 2012, Buros Center for Testing.

This book may be downloaded, saved, and printed by an individual for their own use. No part of this book may be re-published, re-posted, or redistributed without written permission of the holder of copyright.

The Buros-Nebraska Symposia on Measurement and Testing were developed to provide a forum for discussion of issues relevant to effective use of tests and measurement. The topic of the 1989 symposium was "Are Our School Teachers Adequately Trained in Measurement and Assessment Skills?" This topic was selected because of a growing interest in the knowledge and skill levels of teachers in measurement and assessment. There has been considerable debate regarding the amount and types of skills needed for effective evaluation of student achievement.
This volume, like previous ones in this series, reflects many of the papers presented at the symposium as well as additional invited chapters that complement the chapters based on the symposium presentations. An attempt was made to broadly address, from a variety of perspectives, the measurement issues encountered by teachers.
Teaching requires a complex set of measurement and assessment skills. These skills include the administration and interpretation of standardized tests, the ability to make rapid in-classroom assessment of student understanding and progress, the measurement of student achievement, assignment of grades, and the ability to explain assessment results to parents. Moreover, the diversity of skills needed appears to be increasing. It is hoped that this volume will contribute to a greater understanding of the needed skills and how best to prepare teachers for a life of assessment in the classroom.