Teachers’ perceptions of the relevance of topics taught in educational measurement courses

Summary

The study determined practising teachers’ perceptions of the relevance of topics taught in educational measurement courses. A 25‐item questionnaire was administered to 1500 primary teachers who registered for the 1988/89 Associateship Certificate in Education (in‐service programme) of the University of Ibadan, Nigeria. The teachers assessed the importance of the 25 educational measurement topics. The results showed that more than 60 per cent of the teachers considered 17 topics relevant in educational measurement courses. These topics bear directly on their acquisition of skills for the effective measurement of affective and cognitive outcomes. However, topics concerned with the use of stat‐istics, construction of questionnaires, observational techniques and norms were not considered relevant by more than 50 per cent of the teachers. A few significant subgroup differences based on teaching experience were found.