It really depends on the type of class and the development of the student.
In an "entry" level or beginning student (i.e., purchasing/kitchen mamagement/cost control), I generally will use a variety of objective tests, primarily M.C. and T/F.
As the student progresses and nears the completion of his/her degree (i.e., hospitality supervision, leadership, motivation, etc.), more cognative/critical thinking testing is called for and I will use primarily essay as summary testing, short answer for formative testing.
We have a standard testing format that consists of true/false, multiple choice, completion and essay as well as hands on practical competency testing. We have a little bit of everything rolled into one. I think because our students of course are so diverse as well as our testing format there is a little bit of everything for everyone as everybody learns and tests differently.
Hi Doanld- I agree - when assessing something like software skills, application assessment is really necessary.
Hi Andy - Just as teaching to the learning styles is important, you are wisely choosing assessments that address the styles as well!
Hi Thomas,
I also agree with that and let my students know as well. I encourage questions and participation, though there are often students that may not like to speak, therefore, I usually evaluate the students and situation and often after I ask if there are any questions, I will go over it again.
Hi Tracey,
I agree with you, what works for one class may not work for another. I get to know the students before putting my exams together, this way, I tend to have an idea of what they would be better at.
I also look to see if this is a lower level class or upper level class. These are determinants as well when I put the exams together.
Personally I use different criteria for each class. Usually, I would get to know the students before putting an exam together. We need to understand that the non-traditional students today have different needs, and not all are great test takers, some may be better with essays and some others with multiple choice.
Some may display their knowledge in different ways, through assignments or projects, therefore, I tend to use a variety of techniques in all of my classes and don't just stick to one formula.
If I'm teaching a software-based course, I select a testing format on two levels. First is the written part of the exam where the student writes down how certain functions operate, defines terminology, and/or matching words with correct definitions. The second level is a hands-on demonstration by actually creating something in the chosen software. For example, if the software program is Adobe Illustrator, I have the student create different visual elements utilizing the tools and palette functions. If the software program deals with page layout such as QuarkXPress or Adobe InDesign, I have the student design a newsletter.
practical hands on testing shows how well a student has mastered a skill
Hi Brian - I agree it's a good idea to start with testing that may not be as challenging to give your stuudents some confidence in their ability. Then you move to more comprehensive assessments.
I will prepare a test using multiple choice and true or false questions. from that point as the class progresses I will make the tests a little more difficult using fill in the blank and short essay.
Hi Tim - In some ways we really do have to function as psychologists! Why is John so distant? Why is Mary so hostile? etc. It is a great responsibility but so much worth the effort if we can somehow manage to reach such students.
I try all types of tests, projects and assignments to try to see what kind of student I have. From there I seem to understand if they want to be successful or just floating through. It's hard to come in motivated if the students don't want to be there, thats why I assess them daily on attendance, attitude, participation, testing, and practical "soft skills". Testing format is usually taken care of by the coriculum so I try to switch it up and keep them on their toes.
As I listed in my blog the IT CF group is based on certificaiton exams ecventually so to align the studnets with the focus on certs I maintain a coninuing D/B of multiple choice questions they are formulatd from past cert exams and each tech textbook usually contains an engine that automatically formulates mc type questons
Bill
I tend to use a combination of tests and projects in allowing my students to demonstrate their knowledge or skill base. For instance, in my college success and business communication courses, there is a (short) final exam, as well as a final project. The students that don't "test well" appreciate a project component and the students who do "test well" appreciate the exam. I try to cater to all learning styles, even during exam time.
Hi Mary - so often instructors (especially at smaller schools) have to take the lead in all areas of instruction. I am so glad that you found this course useful. Please contact me in the future if you have any questions. Best wishes for continued success in your teaching career! Susan
Scott,
That is an interesting way to approach testing. I make mistakes in my tests, but not on purpose! I am teaching a new class next term, so perhaps I will try that when I am creating a project/test.
My solution has always been to use mutliple types of questions to try to allow each student to excel. But when I look at the end results, the students that knew the material best were the ones who scored hightest--regardless of the different formats of questioning I try.
I have also found that students overall score best in short answer quizzes because they can at least get part of the answer correct (and receive partial credit).
Susan,
Back 11 years ago I developed the competencies for Our Truck Driver Course. I never knew the Techniques and Quality of questions were so important. The question came to me out of our reading materials. I have really enjoyed this course and hope to work on other course soon. Thank you so much.
In my math classes I always give them tests where they have to work out the problems. They must show their answers and their work. I prefer this method to multiple choice tests which are given on the various computer math programs because I can actually see how they worked out the problem. Therefore, I can explain those parts of the problem that confused them.
True-false questions are well suited for testing student recall or comprehension. This is a way to let you know if they are reading and studying the way they should be. True/False is not about the 50/50 chance they have to answer the question. Not all the tests need to be completely True/False, but these questions will encourage students to use logical reasoning to answer the questions. Therefore, there will be forced to read the question carefully before they make their choice.
