Don H. had some very valid points when he wrote: "Our tests are all multiple choice and in such a style that to answer the question, you must know several things related to the question. After grading the tests, I always go back a review any question where the students seem to have have trouble. By opening a discussion on the question I can assess exactly what was lacking in the students understanding." I wish I could give essay tests, but I realize that that would be more frustrating and counterproductive with my students than anything. As out instructor's original query implies, you have to give the appropriate type of test to the appropriate students for the appropriate materials. That is why I concluded that essay tests were too difficult, true/false test were too easy, many of the other types were too confusing, and multiple choice tests were juuuuust right!
I think that the type of test depends on the type of student as well as the type of institution. In situations where students are going to be utilizing a specific skill set, the skills-based test is usually the best choice. In some instances utilizing tests that cause the students recall information will work as well. I think that this technique of utilizing multiple choice, true falls etc. would be useful in the case of something like a stockbroker training course or of a student that was required to recall many facts or large quantities of information. But most of all, I think the instructor needs to be aware of what it is that the student is required to know as an end result to determine the type of test.
James
when the student can realte the question to the answer to justify the idea of concept
without any ambiguity and non clarity
Fill in the blanks has worked for my students!
Hi Willis- Thanks for your post to the forum. You are wise to evaluate your assessment data to look for any problems. Best wishes for continued success in your teaching career. Susan
Grades of course, but I also analyze the finished written exams to see if there is a 'trend' of certain questions that a majority of learners answer incorrectly. This allows an adjustment of teaching content, question wording and so forth.
Hi Unique- Thanks for your post to the forum. Your assessment choices are sufficiently diverse. If you need to assess more advanced applied knowledge, you might want to consider adding an occasional essay. This of course depends on the subject that you are teaching. Best wishes for continued success in your teaching career. Susan
My genral format for testing is matching, fill in the blank, true/false and multiple choice. The feedback from the students has been positive.
Hi Shelia - Thanks for your post to the forum. you are using a great variety of assessment types!
Best wishes for continued success in your teaching career. Susan
I utilize several formats for each test - multiple choice, case studies (when applicable), T/F, matching and fill-in the blank. While a conglomerate of formats - I can ask a similar question in short answer and matching to see if the student is giving the consistent answer.
Hi Daniel - Thanks for your post to the forum. You seem to be doing a good job of reviewing your tests. I sometimes ask a colleague to look at a new test I have created to weed out the tricky or misworded questions. Best wishes for continued success in your teaching career. Susan
For multiple choice/true false tests, I record each missed question for each student, and look at the ones that everyone misses. I generally have the problem that my scores are too low, because my questions are tricky or misstated.
For the case response tests, where they have to demonstrate the skills on paper, I look at the responses and see where I missed teaching or they missed the class where we covered that topic.
Don, I would have to agree with you on this method. I also use this to make sure that I am teaching / getting the point across as best as I can.
Hi Monty - Thanks for your post to the forum. I think it depends on what you are trying to assess. If it is basic terms or concepts, mutiple choice is usually fine. However, if you are trying to see if students know how to combine concepts or to apply concepts to case studies, then a take home test or project would be more appropriate.
Best wishes for continued success in your teaching career. Susan
I am always wondering if a take home test (longer, and somehow complicated) is better than a multiple choice test to measure the mastery of students?
Hi Cheyne- Thanks for your post to the forum. As an instructor of Philosophy and other Gen Eds I wish I could have a "Is it Browned or Not" grading rubric!! LOL Best wishes for continued success in your teaching career. Susan
As I am fond of reminding my students; we are in a results oriented business, you either cooked the food or you didn't. Effective testing formats can have applied the same measure. There are very few grey areas where the specifics of cooking fundamentals are concerned. The either understand what 'browning' is or they do not. Makes it far easier for the instructor to narrow what informaiton needs to be re-addressed.
Hi Joshua - Thanks for your post to the forum. You are using a comprehensive assessmment strategy. Best wishes for continued success in your teaching career. Susan
Short answer test are the best to acuaully tell how much the students know about the topic but they are harder to test. I like to use a short 5 question short answer quiz to see how much the students understand about the theory. For block test or section test i like to use multiple choice tests. These tests need to be worded so the students to to comprehend the lesson and not just recalling facts. A good review of both tests would help determine where the students went arry with thier answers and also to check me as the instructor to see if i need to change the ways i present certain ideas.
I often test students on concepts rather than facts. Although my tests are primarily multiple choice, the questions posed require understanding of the material and all the prior knowledge in order for them to do well...that is also the nature of the course I teach.
