Abstract:

The aim of this study is to collect and examine teachers’ opinions about classifications based on the Sato Test Theory (STT) and provide feedback on the functioning of the items and the learning situations of the students. For this purpose, a 12-item questionnaire was applied to 70 teachers who were working at different levels in Turkish National Education Ministry schools, online and face-to-face.  By following a descriptive method, frequency values and percentages of the responses given by the teachers to each item of the questionnaire were reported. The results show that the vast majority of participating teachers (81.4%) are willing to use the STT. However, it was determined that the participants were satisfied with the feedback provided by STT about the functioning of the test items and the learning situations of the students. In addition, the vast majority of teachers believe that the feedbacks of STT encourages them to build an item pool and facilitates their work at the point of improving teaching. However, it was observed that a significant proportion of the teachers participated in this study had an ambiguity about whether the feedbacks related to the items and the students were sufficient. It is also a remarkable finding that 41.4% of the participants expressed their hesitancy about choosing classical methods for substance analysis.

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