ABSTRACT
Are we really clear on what students know after we test them? Certainly, we know what they don’t know according to the test items we write. Or do we even know this? If the test items are worded awkwardly or in an inappropriately abstract fashion, we know only how well they can translate the prompts. Also, if the content is outside the students’ interests or unexpectedly foreign to the teacher’s purpose, they may be unwilling or unable to respond correctly.
