2017 Volume 13 Issue 1 Pages 49-68
In this paper, we discuss the possibility of an “Pedagogy of Testing”. First of all, we developed lectures on the topic of testing in a general education course. And then, we measured the effectiveness of this “Pedagogy of Testing”. Our purpose in these “Pedagogy of Testing” lectures is to encourage a change in consciousness from a passive attitude toward testing to an active (scientific and analytic) attitude. In these lectures, we teach the points of view of the academic disciplines, such as philosophy, history, law, sociology, psychology, mathematics, and statistics. After that, we teach test evaluation technologies and the knowledge of test theory. Knowing the elements of test theory such as reliability and validity and the points of view of a variety of test analyses and designs, freshmen or sophomore students can experience of test analysis and design through a report, and experience the dilemmas and the limitations of testing. When one recognizes that “testing” as an academic or research subject, the impression of “testing” improves well. We were thus able to understand the structure of the recognition of the “Pedagogy of Testing”.
