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The study examines achievement tests developed by elementary mathematics teachers and preservice elementary mathematics teachers, focusing on test-item features and the relationship between student scores. Using a survey model with five teachers and five preservice teachers, participants create achievement tests and grade shared student responses. Findings are organized by each research question.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigation-of-achievement-tests-prepared-by-elementary-mathematics-teachers-and-preservice-teachers/588225/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigation-of-achievement-tests-prepared-by-elementary-mathematics-teachers-and-preservice-teachers/588225.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of assessment and evaluation activities in this study?","Question",{"text":112,"@type":113},"Assessment and evaluation should determine students’ needs, misconceptions, and readiness rather than only grade learners. It should also support selection and placement processes and guide meaningful teaching decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study examine achievement tests prepared by teachers?",{"text":117,"@type":113},"Teachers and preservice teachers are asked to prepare an achievement test and grade student answers in mathematics classes they conduct together. The study collects qualitative and quantitative data to analyze differences and relationships between student scores and item characteristics.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is assessment literacy considered important for creating assessment tools?",{"text":121,"@type":113},"Assessment literacy involves understanding assessment principles and selecting, using, and developing suitable methods and techniques. It supports interpreting assessment information to produce higher-quality, more appropriate assessment tools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588225,1792189837,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","INVESTIGATION OF ACHIEVEMENT TESTS PREPARED BY ELEMENTARY MATHEMATICS TEACHERS AND PRESERVICE TEACHERS  \nFeride ÖZYILDIRIM-GÜMÜŞ, Gülfem SARPKAYA-AKTAŞ, Hilmi KARACA  \nAbstract: The only purpose of assessment and evaluation activities should not be to grade students. On the contrary, it should determine the needs, misconceptions and readiness of students with assessment and evaluation activities and selection and placement processes are also carried out. For this reason, the qualifications of the assessment tools used, must be appropriate and sufficient. Although large scale tests give more importance to these qualities, these qualities may sometimes be ignored in teacher-made tests. Based on this point, within the scope of this study, the assessment tools prepared by mathematics teachers and preservice elementary mathematics teachers studying with them were examined in terms of some features. The study was carried outwith five mathematics teachers working in five different public elementary schools in a mediumsized city in the Central Anatolia region and five preservice elementary mathematics teachers studying with these teachers. In this context, teachers and preservice teachers were asked to prepare an achievement test and to grade student answers for the mathematics classes they conduct together. In the method of the study carried out, the survey model was used, and qualitative and quantitative data were collected as it was investigated whether there was a difference and relationship between the scores of the students, in addition to the characteristics of the test items prepared. The findings are presented separately for each research question.  \nKey words: mathematics teacher, preservice mathematics teacher, cognitive demand task level.  \n1. Introduction  \nAssessment and evaluation are important activity that helps teachers to make decisions about the education process and determines students’ learning road maps beside controlling students’ learning atthe end of the process (The National Council of Teachers of Mathematics [NCTM], 2000) . For this reason, it can be said that, assessment and evaluation should not be regarded as an activity that is made only for grading individuals. Assessment is used for many purposes such as identifying student needs, evaluating teaching, grouping students, grading and motivating students (Stiggins, 1999) . In addition, the information obtained during and at the end of the assessment process contributes to teachers'designing the teaching process appropriately for students (Little, 2009) . This makes assessment an important component of the teaching process. For this reason, the tests used by teachers during the assessment process in classroom should provide information with high quality, to making decisions about learning, thinking and achievements of students’ (DiDonate-Barnes, Fives, & Krause, 2014) . Similarly, NCTM (2000) mentions that, teachers make decisions about what students know and what they need to learn based on their assessment results. This situation can make the assessment method preferences and results to be realized in the classroom an important factor in the teaching process. For this reason, it is important that the assessment methods and contents of tests that teachers and preservice teachers who are future teachers will use in the classroom have the necessary competence to reveal students’ knowledge and skills.  \nAccording to NCTM (2000), in order to make assessment more valuable, teachers should go beyond the “right or wrong” analysis and focus on how students think about tasks and try to determine students’ understanding. For this reason, it becomes important to prepare the assessment tools used in the process, which serve the purpose and within the framework of certain standards. Because a wellstructured assessment tool can improve the quality of the learning and teaching process. For this reason, teachers should consider students’ age, experience and special need","cbCairOP333QH769","https://ap.wps.com/l/cbCairOP333QH769","pdf",378438,18,"English","# Introduction\n## Assessment and evaluation as decision-making tools\n## Assessment literacy in developing assessment tools\n## Rationale for the study","[{\"question\":\"What is the main purpose of assessment and evaluation activities in this study?\",\"answer\":\"Assessment and evaluation should determine students’ needs, misconceptions, and readiness rather than only grade learners. It should also support selection and placement processes and guide meaningful teaching decisions.\"},{\"question\":\"How does the study examine achievement tests prepared by teachers?\",\"answer\":\"Teachers and preservice teachers are asked to prepare an achievement test and grade student answers in mathematics classes they conduct together. The study collects qualitative and quantitative data to analyze differences and relationships between student scores and item characteristics.\"},{\"question\":\"Why is assessment literacy considered important for creating assessment tools?\",\"answer\":\"Assessment literacy involves understanding assessment principles and selecting, using, and developing suitable methods and techniques. It supports interpreting assessment information to produce higher-quality, more appropriate assessment tools.\"}]","INVESTIGATION OF ACHIEVEMENT TESTS PREPARED BY ELEMENTARY MATHEMATICS TEACHERS AND PRESERVICE TEACHERS | PDF",1792064784,45]