I have used many formats for testing and the format depends on the class I am teaching. For instance, in legal classes most students like multible choice verses True and false. The students stated once they have to think about the answers with logic on multible choice, whereas on true and false they sometimes guess. The area of law has a lot of "Reasonable doubt", while you are learning.
I have found the fill in the blank questions are very factual but the students do not like them because there is no wiggle room. Therefore, I believe the fill in is probably the most effective for memorization, but the multible choice is for thought process.
The tests we are using are standardize tests that measure the learning and skills that the objectives covered.
By using a end of course survey and in the survey, asking about the test. This has provided great feedback.
Hi Dale - Thanks for your post to the forum. Do you mean other types of assessments related to Math? Susan
I am a clinical nursing instructor so much of the learning is via verbal input, demonstrataion and observation. However, I do use math questions, i. e.work out the answers to math problems. This is help me know that the students can perform basic math when delivering medications. I was wondering whether there were other forms of testing which would be applicable this setting. Thanks, Dale Vaughn
I use multiple choice questions, definetely multimple choice questions is a valuable and effective way to test the students knowledge. After grading the tests I used to call the students one by one and review their test with him/her and go over the mistakes.
Hi Alan - Thanks for your post to the forum. I agree that it is usful to compare test data with our colleagues. Best wishes for continued success in your teaching career. Susan
by collaborating with fellow instructors and collecting test data
Hi Dale- Are you referring to testing general education skills like math and reading/writing?
Susan
I am a clinical nursing instructor. I haven't provided many different kinds of testing since the primary why I judge or assess a student's knowledge or skill is through observation. (I do have a student verbalize how he/she will proceed with a procedure before it is done.) However, I do test math skills through their ability to provide a correct answer with their explanation of how he/she arrived at the answer. Is there some other way/s that I could "test" a student's knowledge or skill level? Thanks, Dale Vaughn
This is such a subjective area, because the test effectiveness depends entirely upon the students in the particular section of the course. I have to consistenly adapt exams to the material covered, because certain students might need more reinforcement in certain areas than others have in the past.
Teacher adaptation is fundamental.
Hi Beth- Thanks for your post to the forum. Your assessment strategy is terrific! Best wishes for continued success in your teaching career. Susan
I like to switch the types of tests up, I may also test on the same information in different ways to make sure they comprehend the information and are not just memorizing the information. I like to use all formats of testing on most of my written tests. Most of the information that is hands-on field related I will do a practical exam.
Hi Dario- Thanks for your post to the forum. Your assessment strategy is really excellent! Best wishes for continued success in your teaching career. Susan
It all depends on the course subject, the learning style of the student, and the best way to evaluate learned knowledge. For example, if the course subject for a given module is more tactile, then a skills based test would work better. If I need to assess learned facts, then a multiple choice or completion style test would work best. However, in most learning environments, a variety of tests over the course of a given subject would best assess student progress, this again clearing the way for "leveling the playing field" for various learning styles.
I like this method. I have wondered how to truly judge if a question is fair. How to people approach changing methods of testing and taking into account different group dynamics versus truly bad questions. It would be a shame to throw out good questions for future classes just because one class didn't learn in a fashion that the question tested.
I agree grades do play the largest point in judging the overall effectiveness. I don't feel that you want the test too hard or too easy. The test should be challenging for all students but not too over the top where they set everyone up for failure. We have seen a lot of students recently that skim the multiple choice test questions and the answers and usually get some easy test questions wrong because of the fact they weren't paying attention to what they were doing.
Hi Chuck - Thanks for your post to the forum. Great job of reviewing your assessments! Best wishes for continued success in your teaching career. Susan
I always do a frequency distribution analysis (i.e. how many missed ?#1, ?#2, etc.). If I have 20 in the class and 14 students missed ?#7, I have to assume I've either written the question poorly, or failed to cover the material effectively. I make note to change it the next time, and I'm sure to go back over that material with the class to be certain they understand it.
if possable before a write a test I like to review course content to observe areas that need reinforcement and I add that type of material to my tests.
