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Objective: The purposes of this study were (a) to determine whether or not undergraduate athletic training educators are writing learning objectives that foster critical thinking (CT) skills, and (b) to determine if their written assignments and written examinations are measuring the extent to which students have developed CT skills. Design and Setting: Thirty institutions seeking accreditation for their athletic training programs from the Commission on Accreditation of Allied Health Educational Programs in the 1994-95 academic year were asked to provide their curriculum materials (course syllabus, two to three examinations, or both from each athletic training-specific course). Subjects: Thirteen curriculum directors (43%) provided materials. Measurements: Each learning objective, examination question, and written assignment was classified as either CT or non-critical thinking (NCT) using Bloom's taxonomy. Results: From 64 usable syllabi, a total of 678 learning objectives were classified as either CT (52%) or NCT (48%). From 81 written examinations, 3215 questions were classified as either CT (14%) or NCT (86%). In addition, a total of 143 written assignments were all classified as CT. Conclusions: The results of this study indicate that educators fostered more CT in their learning objectives and written assignments than in their written exams. Valid educational instruments (eg, Bloom's taxonomy) may help educators design learning objectives, assignments, and examinations.

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This study is concerned with the effect of placing text into a mediated structure form upon the generation of test items for analysis level domain referenced test construction. The item writing methodology used is the linguistic (operationally defined) item writing technology developed by Bormuth, Finn, Roid, Haladyna and others. This item writing methodology is compared to 1) the intuitive method based on Bloom's definition of analysis level test questions and 2) the intuitive with keywords identified method of item writing. A mediated structure was developed by coordinating or subordinating sentences in an essay by following five simple grammatical rules. Three test writers each composed a ten-item test using each of the three methodologies based on a common essay. Tests were administered to 102 Composition 1 community college students. Students were asked to read the essay and complete one test form. Test forms by writer and method were randomly delivered. Analysis of variance showed no significant differences among either methods or writers. Item analysis showed no method of item writing resulting in items of consistent difficulty among test item writers. While the results of this study show no significant difference from the intuitive, traditional methods of item writing, analysis level test item generation using a mediating structure may yet prove useful to the classroom teacher with access to a computer. All three test writers agree that test items were easier to write using the generative rules and mediated structure. Also, some relief was felt by the writers in that the method theoretically assured that an analysis level item was written.

This diploma thesis deals with the conceptual knowledge of primary school pupils about field ecosystems. In the analyzed textbooks, ecological relations are represented only to a limited extent. They are not sufficiently explained or practiced during lessons. Test questions focus on a complex understanding of field ecosystem matters; they test the extent of understanding of relationships between organisms and their environment, between different organisms, and the extent to which field ecosystems are affected by human activity. Analysis results reflect the level of the pupils' knowledge regarding field ecosystem interrelations. Test questions designed by the author of the thesis examine fourth grade primary school pupils and their understanding of relationships between organisms and their environment, as well as relationships between different organisms. Results show that pupils understand relationships between organisms and their environment better than relationships between different organisms and the effects of human activity on field ecosystems. These differences are, however, not significant. In general, the research shows that fourth grade pupils do not understand field ecosystem relationships in an entirely correct way.

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