I like that process as well. Some of my learners, although adults, still struggle with understanding their own metacognitive processes in learning or testing or projects. It seems to help those students to hear how other students thought abuot a project/assignment and completed it.
I prefer short answer mixed with multiple choice and matching. Although I do use true/false as well so students get a mix of different question formats. Some students can handle any kind of question, and some really struggle with certain types.
Hi Nelly, Thanks for your post to the forum. I also prefer to use Multiple Choice for the same reasons that you mention. Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Teresa, Thanks for your post to the forum. Yes, I agree with you - the choice of assessment should be based on the subject area. Are we looking for concept knowledge or application? Best wishes for continued success in your teaching career. Susan
Susan Polick
The most effective ways to assess the learning of my students is by using objective tests, especially multiple choice. I consider this method to be effective because it allows me to evaluate a wider range of students knowledge. the validity and reliability of the multiple choice test is also higher; and is a lot easier for me to correct and grade the results.
This is a hard questions because there are probably multiple ways to assess a student knowledge of a subject area. I guess if I were to say what was the most effective would depend on the subject matter. For example, if I am teaching a pharm class for nursing students I would want to see them possibly in action with patients discussing medications/side effects/ benefits/ risks etc and see if students know when and when not to give PRN medications.
However, for a psychology class I might see a paper as the best way to assess their knowledge of many areas (writing an effective research paper, citing in APA format or being able to take the knowledge learned in reserach and class and apply it into a paper format).
The answers here is not a simple one.
I only use essays since I teach either English or Literature. I feel these better prepare students by requiring them to organize their thoughtsand defend their positions on topics. Once they realize how to formalize these thoughts, their arguments are much stronger.
Hi Nancy, Thanks for your post to the forum. I also teach Public Speaking and agree that the best assessment of progress is their speeches! Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Donna, I agree that we have not really done our job as instructors until we are sure that our students can apply what they have learned in their career setting. Susan
Susan Polick
I find testing to be the least indicative of student progress in my teaching field--Public Speaking, where written outlines and presentations best reveal student progress. However, final exams are required by my department, so I use questions that demand analysis and synthesis.
I strongly believe that if students cannot take the information learned and apply it in the appropriate situations they really have not learned. Therefore, I use a variety of assessments to assure they have achieved a level of critical thinking that allows the integration of information learned. Often, I will ask the same question several different ways to assure they understand the material.
Hi Susana - Thanks for sharing some thoughtful choices of assessments! Susana
I have found that most students do not like T/F. They often second guess themselves; I don't know why that is, and when we go over those questions they are most frustrated...and surprised. I also review the questions and have another instructor look at my questions; which they find nothing wrong with them, and feel it's simply the student...this made me abandon T/F, and utilize the rest. I like to make the bulk of my tests multiple choice; which covers the lay of the land, and then utilize matching to hone in on more specifics in a particular category...then give some matching, so they can demonstrate their level of understanding overall to more specific info on the subject matter.
I like to then give 1 or 2 bonus questions [higher achieving students love this, it gives them a chance to show how much they learned], and the ones that do not have a mastery of the subject---well you can tell to what degree their understanding is, and if necessary set up an appointment for the ones who need improvement.
For a cognitive assessment of anatomy and physiology, i would use short answer and essay and matching. The mult chice to cover more ground and the short answer to tune into how much is suscintly understood and the fill in to see how much each student understand the anatomy on a more conceptual or analytic level---like how would a doctor be able to diagnose a gastric bleed? You would expect a pretty solid understanding of the diagnostic tests that could inform the doctor, so it could be listed and assessed that they understand the digestive tract according to what diagnostics would test for what, etc. As long as the answers could be answered sucinctly, should be able to measure qualitatively and quantitively. It would be unfortunate to find that a student is not able to express their answers in clear sentences, but would also be important to know; so to remedy.
Hi Karen - Thanks for your post to the forum. You are using a very good example of application assessment! Best wishes for continued success in your teaching career. Susan
Hi Judith - Thanks for your post to the forum. Your assessment strategy certainly seems to fit the objectives of your currriculum. Best wishes for continued success in your teaching career. Susan
To me, it depends upon what is being taught.
Here at a school of Nursing, IN skills class, we use return demonstration and presentation.
In theory class, it is important for us to use multiple choice questioning because that is the format used on our state boards.
One of the ways that I feels works best, because we are a culinary school is to demo the the dish one day and then have the students replicate the same dish the next day. This works out well.
Hi Katherine- I would make sure that when students are preparing for the final exam that you make them aware of the deal with the final five pts. so that they are not confused when presented with the test. Susan
I believe that a variety is true too. I use all assessment types when I give the final exam. I feel this way no matter how a person "gets it" there is a little something for everyone.
I have T/F, matching, multiple choice. fill in the blank, identify pistures. It is a 100 question test but what I do at the end is different. I have a total of 95 questions and the last five are a variety of questions (short answer usually) .They are different points. The studnet has a choice . They need 5 more points whcih they get to pick out and anything over the 5 becomoes extra credit.
So is this too much at one time for a student?
