Hi Katie- Welcome to ED 103! Youe answer to the forum question is exactly on the mark! Best wishes for continued success in your teaching career. Susan
When creating test items, the most important criteria for selecting content should be those that tie back to the instructional objectives for the content and skills that the course intended to address. Test items should accurately reflect content that was covered in the course. Choosing the most important objectives to assess and using these as the outline for the test should be the criteria.
It should cover what was recently learned in class.
HI Alexis- Thank you for your post to the forum! You do a great job of basing your assessments on what you have covered in class. May I ask why you use double negatives? Best wishes! Susan
The best way to select testing content is to outline what text and lecture is covered, as well as any reading assignments. I then outline the subjects, write clear questions, and re-read it the next day. I often use double negatives or turn things around.
I think that test content should cover the core parts of the lesson that are the most important to be retained.
Content selected should be related to the learning objectives for the class and also for the actual areas covered in the class. In my class I tend to give more multiple choice tests because the students need to recall the information covered in class. However, I also give them study guides where they have to give short answers.
It will depend on the terminal course objectives.
It also depends on the point at which the test is being given. Is it being used to evaluate their readiness for the next phase?
only items related directly to the teaching method and material
Subject to tested ,and the learning style of the student and the effectiveness of the test
HI Christopher - Thanks for your post to the forum! I also believe that mid-terms and finals should be comprehensive. Best wishes- Susan
i feel the criteria should be based on knowlege of the stuff the students just learned with a few questions reviewing older material as well.
I tell them the sections that I will be drawing the information from when I am developing the exam. I do not give them the questions but prefer to give them a heads up as to how to direct their efforts when studying. At the end of the day I want them to learn the information not just memorize material for 50 minutes. I also use the questions from previous quizzes to build the mid term and final examinations.
Hi Jason -Thanks for your post to the forum! You mention some important considerations to keep in mind when planning assessments. Best wishes for continued success in your teaching career! Susan
Hi Don - Welcome to ED 103!You have an excellent approach to effective assessment. As you point out we need to constantly be assessing ourselves as well as our students. Best wishes for continued success in your teaching career! Susan
Test questions should directly reflect the material being taught. They should also be used as a tool for the instructor to help critique his/her delivery of the material. The instructor should track what test questions are most commonly missed. Then he/she can either improve on the delivery of that information or deliver it in a differant fashion to help make it better understood.They should, also, critique the integrity of the test question to make sure that it supports the learning objective.
should depend on material being delivered and type of lesson
select questions for testing based on what was actually covered in the course (not what you meant to cover, or what you covered last time you taught the course)...make sure your questions address the TCO's for the course...assure your questions are valid, and adequately test what your students learned (not what they failed to learn)
It mostly depends on the skill level of the student
Testing content should be based on the learning objectives of the course.
Testing content should allow students to give feedback to instructors.
