Questions should test knowledge that will allow additional content to form a framework for concept development, critical thinking, application and analysis. My students sometimes question why multiple choice questions and short answer questions progress later in the term to scenario/decision making questions. I answer " first knowledge - then application in the real world"
yes i agree. it depends on what you covered in class and the feedback to your questions
When testing student if I find a test question with a high number of student getting the question wrong I have to rethink the way the information is getting to the student sothay can understand the subject.
The testing content selected depends upon the material being tested.
They should align with the course objectives and the content focused on in class or in assignments given outside of class.
Hi Joseph- Thanks for your post to the forum!Your instruction definitely addresses all of the learning styles and I agree- any of it would be fair game for assessment. Best wishes for continued success in your teaching career. Susan
The students are often given a variety of paths to learning in a course, including textbooks, lectures, in-class work, library assignments, group projects, and papers, many of which require additional research.
I'd say that as long as everyone is studying the same material, all of it is fair game for testing.
Hi Kathleen- Thanks for sharing a very rational approach to assessment! Best wishes for continued success in your teaching career. Susan
THe test content should be closely related to the material covered and the number of points you give to each unit should reflect how much time you spent on that unit. I usually test a little below the level that I taught the material. I never have test questions that are harder than the assignments given. Also because of past experiences as a student myself, I do not spend 20 minutes on a topic and have it be half the final.
The testing content should reflect the material being covered in class
and the result should show us the amount of information being learned.
The purpose of the test may be used as a criteria for selecting test content.
Hi Heather- Thanks for an excellent explaination of the rationale for your testing strategy. You obviously put a lot of thought into your decisions about appropriate assessments. Best wishes- Susan
It really depends on several criteria. First, we have to consider what content is being tested. In my field of respiratory therapy, we would do skills testing so the students could demonstrate their competency in a specific area, rather than just answer questions on a piece of paper. Likewise, if we were discussing formulas, the testing may be some sort of completion test, where they show their work and the correct answer.
Secondly, we have to look at the student dynamic. Most often, the higher the course level, the more likely you are to require essays and completion tests. I like these types of tests because they not only show that the student knows the answer, but it demonstrates their ability to apply the information learned to a specific situation.
Also to be considered is what type of testing it is. For weekly quizzes or chapter tests, often times a variety of testing would be used, including completion questions, demonstrating knowledge of the chapters learned. For midterm exams or final exams, I find that the students do better when sticking to one or two formats. For example, my final exams include mostly multiple choice with 2-3 essay questions. Since these are long exams anyway, this helps them focus on the test and keeps them in a pattern of repetitiveness.
All in all, I think it depends on a lot of variables, and each situation may be different and one method may be better suited than another.
The instructor should, based on the desired learning objectives, determine the subjective, objective and cognitive content of the coursework. These criteria can then be used to form different types of test questions to challenge and encourage the test taker.
Testing needs to be based on the Learning Objectives.
Well it obviously has to reflect the content covered, be it lecture or hands on. As mentioned in the course material here, texts often come with test content. I like this but there is such a huge volume to choose. What I have started doing for midterm and finals is reviewing content right from the test and placing it in a Jeopardy format. The students have told me they like this apporach and it gives me a gauge of what level of difficulty they can grasp.
Hi Vonda - Thnaks for your post to the forum. You mention a good point- sometimes instructors use "trick" or obscure questions. That has no place in assessment. Best wishes for continued success in your teaching career. Susan
In my experience the criteria for selecting testing content must include only the information that the students are taught. The information that has been covered is the most important information that needs to be included in the testing content. If random facts are included or questions that are written differently that how the information was presented are included it confuses the students and does not give a correct assessment of the learning. Information that is in the text books that is not gone over is often skipped by students. We as instructors have to face the facts: Majority of students do not read their text books. This makes true assessments more difficult.
I take great pains to make sure that the testing content is derived from the learning outcomes. As an instructor I want to make sure my test is both fair and honest--the content on the test had better be reflective of the curriculum goals.
Hi Kendra - Thanks for your post to the forum. I agree, nurses will constantly be called upon to use critical thinking skills. Having your assessments foster that ability is important.
Best wishes for continued success in your teaching career. Susan
