The content of a test should be representative of what was included in the course objectives, what information was actually delivered to the students and in my case--clinical application. The question types I select (t/f, mult. choice, matiching, short answer), address all of these areas to ensure I reach all of my students different learning styles.
Testing content should reflect instructional content. Never test what has not been taught. When test banks ask queations not yet taught, then rewording the question is helpful.
Hi Tara - Thanks for your post to the forum. I agree- making sure that the objectives are fulfilled by the curriculum and shared with students is essential. Assessments would then mirror the objectives. Best wishes for continued success in your teaching career. Susan
Hi Robert - Thanks for your post to the forum. Unfortunately there are instructors who seem to want to use "trick" questions. It is not a useful practice at all. Your tactic of letting your students know the scope of the test is excellent!
Best wishes for continued success in your teaching career. Susan
I let the class know ahead of time what will be the scope of the test. Then I make sure to obey my own statement. We do a lot of physics calculations, so there are no trick questions; they can either solve the problem or not. However, I learned never to have one problem whose answer depends upon the answer to a previous problem, lest a student who misses the first one automatically misses the second.
I believe the criteria should be based on the instructional learning objectives. The content should also mirror the instructional learning objectives. If it's an objective and shared with the entire class, there should not be any surprises then when it comes time for testing.
Material covered in class, discussions that hghlighted practical information. Areas that were difficult for students to grasp. All areas that relate to class objectives.
Hi Richard - Thanks for your post to the forum. CATs can indeed give us flags about our students performance. If we use CATs on a daily basis, that info can quickly get things back on track.
Best wishes! Susan
I think that the selection of testing content must be in line with the course objectives as well as the general ability of the group as a whole. If the students are not learning the information as it relates to CAT testing, there is a problem to be discovered perhaps with the Teaching Method and Method of Delivery.
In my opinion, the criteria for selecting testing content must be aligned with the the course content and it will also depend on the course subject. For example, an English test should not all be True of False, nor should a physics test be all long essay questions. Any thoughts?
Peter J. hit the nail on the head with his response. It is also what my Director of Education has told our faculty time and time again.
This can vary. Testing content is determined by what the requirements are for the course, accredidation standards, etc. It is not always an option to write our own tests and therfore, we can't always reach the various learning styles.
I made the mistake of creating tests that included what I felt the students should know based on the previous classes taken, in addition to the content for my class. The only thing that got me was frustration from the students and for myself. I now keep content to only the skills I am teaching and the course objectives for this class. I figured that I can guarantee my content; I can't for someone else.
the tseting content should reflect the core concept of the topic and expresss the student views justifying their solution to the questions.
it should allow the students to express their knowledge and ability to justify their solution
to the question proposed
Hi Connie - Thanks for your post to the forum. You mention an important point - students need to be able to apply the concepts we are teaching. Thus, our assessments need to determine if they are able to do so. Best wishes for continued success in your teaching career. Susan
The written exam as well as the skill or practical exam should focus on what is taught in class through demonstrations and lecture and discussion. Try choosing questions and skill sets that will be most desired to know that is job related and not just ask a question for question sake. Just asking a student to memorize certain facts is failing to give a proper exam as they need questions or skills that will benefit knowledge they can build on.
Hi Byron - Thanks for your post to the forum. I agree with your comments and this is why it is important that we teach the competencies that have been set for the course. Best wishes for continued success in your teaching career. Susan
Selecting test content is based on the ability for the instructor to use information that he or she has instructed on. Content that is applicable on a test must have been demonstrated and discussed before selecting for testing. The testing process is one that looks for the mastering of a subject, we can not expect students to have done this before we have given them the tolls to learn through instruction. We are setting the students up for failure if our questions do not cover the content we have covered in the classroom.
Hi Tim - Thanks for your post to the forum. Students do relate best to lessons/concepts that they can relate to their future career. As you mention, when they understand the relevance they are more inclined to participate. Best wishes for continued success in your teaching career. Susan
I always try to stress the most important, career relevant points in my lessons, I then try to reflect those in the testing.
