College Instructors' Changing Test Construction through Collaborative Inquiry
College Instructors' Cha nging Test Construction through Collaborative Inquiry
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Abstract
In Korean classrooms, while most teachers have a generally poor test construction ability, earlier research studies report, they have few opportunities to improve upon their testing practice through a workshop or a regular course in a teacher development program. In this study, the college instructors' testing practice at a local university in Daegu has been examined. In so doing, an influence of collaborative inquiry among the instructors on their test construction practice has been investigated. While the findings indicate collaborative inquiry had a positive impact on the instructors' testing practice, the instructors still had a number of problems in their testing, suggesting a further need for teacher development on classroom testing.
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