I teach in a qualification course at a technical school. After a course for a specific product has been presented, we have an online test. When students pass the test they are considered certified. After one in certfied, students will demonstrate their proficiency on a hands on test. After successfully completing this they are consdered qualified for that product. I believe this is a pretty good way of assessing their knowledge and skill base.
The written assesments are already set up and used by all instructors teaching the same class. I am confident that they are very relivent to the subject matter and assess students properly. The assessment of hands on skills is a different matter. The criteria for perfoming haqnds on skills is very visable when done correctly or incorrectly either through visual appearience or through tasting the product. My technique is to have the students assess themselves before I do. This will tell me if learning has taken place or if more hands on testing is required. If the students did not demonstrate hands on skills correcly but assesses themselves correctly on this matter this also tells me that learning has taken place. I other words the student knew that they did not perform well. Then I will have the student perform the task again so that they can correct their misstakes and understand aplications and proceedures better.
In the culinary world I use a mix of 2 tests. One is a written test mostly multiple choice using the topics we have gone over in the 3 weeks of class based off of the syllubus. I encourage & make it part of their grade, to compile a notebook while going thru the class which ultimately hits on every aspect on the test. Following that is a practical compentency test/grading or skill application test. This is where they can demonstrate their creative side of what they leave learned in class.
Hi Rick - I completely agree with you - our job is to give our students the skills they need to succeed and as you mention the desire will help them to acquire those skills. Best wishes - Susan
I had a similar personal experience. I have always had the desire to work with automobiles. I took a college AAS program entrance exam and was told by the instructor that I had no chance of success in the field and that I should consider another field. I persisted and did get a job in the field. This was almost 30 years ago. Needless to say I have had and continue to have a successful career. In dealing with student I make an effort to do exactly the opposite of what this instructor did to me. If the desire is there it can be accomplished. It is our job as educators to create this confidence in our students.
Since I teach legal classes, I normally develope test for the level that the students are at. For example, for basic courses, I use multiple choice and true/false answers but as the courses become more complcated, I go to short answers based upon a factual scenario.
I use multiple choice since it is an introductory class, but I do have a couple of long essays for extra credit so students who want to challenge themselves are able to and have an incentive.
We are a automotive trade school. Our test are based off of the certification test they will be taking once they enter the field after graduation. The automotive industry changes roughly every 5 years, we take great pain to keep current on all training and ciriculium. By testing under the same format as industry it keeps the students from getting shell shock when they take their ASE certification tests.
As I build the exams up unto accomplishment toward the main goal, steps objectives questions shows how student improve their recognition skills.
Until this module I didn't really know why I used the format I do. I tend to use multiple choice more than others - for me it seems to be a way that I can test my student's knowledge of the subject material which in reality is a hands on skill. I do mix in a few other testing formats and hands on testing too. I teach small classes and am able to gauge from the students before and after the tests what knowledge they do have and need to work on. If that is not reflected in the test results, I know the test has some issue or the students have a test taking anxiety. I have the privilege of getting to know my students very well so I can usually decide if it is a problem with my test, teaching or student anxiety.
I use Other types of testing in clas as actives To get studen more involved in the subject metrial and discuses the subject.
I find a mix of multiple choice, true / false and short answer works the best
We do multiple format tests...we do a written with: multiple choice, fill in the blank and true/false...This allows for multiple thought processes. We also do a practical-hands on test to make sure the information can be executed. I judge how effective it is by test scores. If the majority of my students do well with the practical but they don't do well on the written, then I know there are formatting issues and the questions aren't clear; because they know the info if they are doing ok on the hands-on part.
I generally use a combination of True/False, multiple choice and essay based on case studies. This way, I can truly assess their learning level.
I use several types of tests, this is a great way to find out how students learn and what they might need to better be prepared,This way the student and instructor have open communication and the student learns how to overcome fears of different styles of testing in the up and coming tests.
Hi Lou - Welcome to ED 103! I so agree - grading rubrics are essential and should be made available to students at the start of a class, preferably in the syllabus, so that from Day 1 students have a clear idea of expectations.
Best wishes for continued success in your teaching career. Susan
Hi Robert - Welcome to ED 103! Just as we need to have our delivery address all the learning styles, as you mention, our assesssments should as well.
Best wishes for continued success in your teaching career! Susan
Hi Lev- you make a good point. One important role of assessment is to demonstrate to students what they know. It lets them know how they are progressing and motivates them to continue working. Best wishes- Susan
The criteria I use depends on the class I teach, some classes it will be a test skills classes it will be a demonstration of skill, how ever my goal is to emphasize to the students their progress.
I choose a test format by determining the majority of learning styles within the classroom. Their performance during class discussions and lab activities is a clear concise way of determing the effectiveness of their skills and theory aquired.
