Hi Robb - Thanks for your post to the forum. Absolutely - we need the feedback from testing to determine whether we are teaching effectively!
Best wishes for continued success in your teaching career. Susan
The testing content should be reflective of the course abjectives, giving the instructor a measure of learning. Testing for testing sake is worthless.
I develop tests based on the information I present to the class whether it is a lecture, group activities, or a short video clip. Depending on the content will determine if the test includes multiple choice, true/false, matching, essay, or short answer.
I like to use a combination of test style questions that require the student to really know and understand the info presesented earlier.I also let the student know what possible topics they will be questioned on and make sure they have had more than enough time to research and understand these concepts. Practice problems are supplied.
I am in total agreement with Mr. Peter Johannsen. Working in medical a lot of what a student needs to learn is done by memorization of items, which can also be used when creating a proper test.
Since a registry exam is needed upon completion of the program, testing content should mirror the registry exam. Questions similar to those found in study guides can prepare students well for the registry. Since content changes each year I also get feedback from those currently taking the exam and modify questions for current students. For example, one student noted that many pictures of organisms and test results were difficult for her. The next class was well prepared for those questions.
The criteria for selecting test material should come from what has been covered in the course. It should come from the most important and major material that has been discussed and covered. The students can't know everything so being selective about what to cover within the course as well as what material will be tested over is important as well.
Hi Sarah - Thanks for your post to the forum. I agree with your assessment content choices, especially that you include material from the textbook. I recall my own frustration at purchasing $100+ books that were never used in the courses that I completed. Best wishes for continued success in your teaching careeer. Susan
The criteria should follow the syllabus and what is required of them to learn the course content. I always test on a combination of what I cover in class and what is in the book, as to encourage them to actually read the text.
Hi James - Thanks for mentioning the importance of asking students to use critical thinking skills to demonstrate that they know how to apply concepts. Susan
Testing should reflect the information being taught and in some cases how that information can be used in a real world situation.
A combination of book, lecture & practical
Hi Lauren - Thanks for your post to the forum. I also value that "second set of eyes" when constructing tests. Best wishes for continued success in your teaching career. Susan
I find it helpful to have other instructors read and answer test questions to ensure that i've worded the question correctly.
The best criteria for selecting testing content is the type of course you are teaching and what would be the most effective way to judge if your students understand the material given. For technology classes, it can be more of a multiple choice versus an essay test. but if you are an English major, then an essay test may be more appropriate to see if they can explain about an author or book.
Content should be related to the objectives & labs that were discussed & summerized.
The criteria should be the course objective, the lectures and homework.
I agree that it should be relevant to what was taught currently and review from precious weeks of the course to be sure the students retain material.
I select testing content to reinforce concepts, either design or idea based problems and terms. I also use content to gauge application of concepts.
My testing style is performed through lab practicle. n objective is issued to the student from the course outline and at midpoint the student will perform that task or objective in the lab. the student is asked to bring his skill assesment form which he or she should have it completed and bases on the information on the skill sheet the studnet is asked to perform the task to achive his given objective and the student recieve feedback on what steps he forgot or skip and is informed of why those step are important to performing the task properly.
