I prefer to use multiple choice tests because they are easy to construct, easy to grade, and allow me to test conprehension of many concepts in a single test. I only include a few questions that require knowledge recall - only when student need to know these terms and definition on the job. The remaining questions are requirement to apply the concepts we are learning to the solution of a problem in order to pick the correct answer. I have used this idea successfully in design and coding courses.
Hi Stacey - Thanks for your post to the forum. Since the competency for your course is the production of an error free resume and cover letter, that should be the only assessment needed. You could of course do some step by step assessments along the way just to keep them on task, but again those should be based on the progress towards the finished products. Best wishes for continued success in your teaching career, Susan
The class I teach does not offer any tests or quizzes but rather 100% error free professional documents (resume & cover letter). The student resubmits their resume and cover letter drafts throughout out the quarter to ensure their documents are 100% error free before they are able to pass the course. Unfortunatly we do not assess students in my class by administering exams.
Hi Brenda- Thanks for your post to the forum. I think most students would probably give you questions to put on the test that they are sure they know the answers! LOL! However, you are bound to get enough variety of questions to get a good idea of areas where there is a scarcity of questions. Best wishes for continued success in your teaching career. Susan
have each student come up with 10 questions that could be on the test. This can help show where students are struggle
Hi Carol- Thanks for your post to the forum. What an interesting assignment! It's obviously taking a process in reverse! This does require students to be able to anaylze as they work to complete the final project. Great work! Best wishes for continued success in your teaching career. Susan
I teach a pattern making class, so one of the final assesments is to show them a completed garment, and have them analyze how it was produced and go back and draft the pattern for that garment, based on the principles that they had already learned in their classroom and repeat some of the basic concepts that they had already done as daily work, only now they have to put the concepts together in a finished concept.
Gerally we use Multiple choice questions or true false basically because our tests are already made up for us.
Hi Susan;
I have tried several, but I still have doubts about what works best. I like essays, and think that students should too. Maybe essays were my cup-of-tea. But, for many students, essays represent a view of hades. Multiple choice has been my fall back assessment method; I hope students accumen of facts and terms in a strongly concept-focus course, will lead them into my arena of discussion.
Mark
After doing section 4 I have discovered I am guilty of a lot of the "don'ts" for the different types of questions.
I typically put several types of assessments into each test.
Skills application seems to work best in the collision field. Hands on, let me see you fix it.
Hi Rob- Thanks for your post to the forum. I would probably do both. If the student generated question was a good one , I would use it on a final and definitely use it for future students.
Best wishes for continued success in your teaching career. Susan
Do you then use those questions for the next batch of students, or do you use those questions in the final?
I have generally used test questions provided by the author. There are usually hundreds of questions provided and are tied to the objectives of each chapter. I hand pick or modify the questions that I think are the most appropriate based upon the text and class discussions.
HI Bill - Thanks for your post to the forum. You are obviously giving careful thought to your choice of assessments and therefore making wise choices. Hope you enjoyed this module more than I remember feeling about my own quantitative methods class in grad school! (-: Susan
Let me start by saying that like differences in learning styles, my experience is that students respond differently to assessment methods: one size does not fit all. As the result, I like to use a variety of assessment methods during the course of the term: quizzes, one minute essay, individual in-class assignments and then melding the individual student into a group; the standard mid term and final exams. I've taught some technical courses that contained a skills exam. I'm not that keen on using test banks supplied by publishers, which i've found to have errors. Some are even farmed out to subcontractors by the publisher and are not composed by the author(s) of the text.
My own exams and those I construct from a publisher's testbank usually contain multiple choice, completion questions, short answer and with one or two short essay questions. I make very limited use of true/false questions. So as I indicated I prefer to use a variety of assessment types. The general education courses I teach also have a project component. This assesses a students critical thinking, and writing abilities. It also assesses their ability to follow directions when conducting an activity outside of the classroom, such as observing primate behavior at the zoo, collecting observational data and then writing a summary of what they observed.
In sum, one method of assessment is insufficient. This was an interesting module also, reminds me of my quantitative methods class in graduate school which focused on assessment methods and determining validity and reliability of various assessment instruments.
Bill
Hi Marion - Thanks for your post to the forum. You do an excellent job of test preparation and are also willing to look critically at the tests you prepare. Excellent work! Best wishes - Susan
I have used standardized tests; multiple choice; True/False; skills application; and essays. When I first began teaching I did not have a "test bank" and found test construction to be quite arduous. I have since learned that if I remained focused on what my objectives are and formulate questions from my lecture, my powerpoint, and class discussions preparing a test is a little easier. There are times when I write a test that a question is not written well and I have had to throw the question out- which I do not like to do. Following the application, knowledge/comprehension, analysis/synthesis blueprint for test planning has made me follow Bloom's taxonomy with more accuracy.
HI Diana - Thanks for sharing the summary of your assessment choices. You are using an effective mix. Best wishes- Susan
This is a creative and exciting technique. I am going to try this. Thanks
