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.
This type of test, if I understand the question correctly, is using the procedure as a reinforcement tool. This type of testing makes the student re-think and retain vital information about the contents topics.
I use the test results as a guide to tell me if I am covering the information that I need to. If I have a lot of low scores then it tells me that I need to ask more questions so I know that the students are understanding as well as if I need to cover more materials.
Hi Gina - Thanks for your post to the forum. We always benefit from getting feedback from our students - great work! Best wishes - Susan
If multiple students are asking questions about certain questions on the test, then I know that I should go back and look at those questions to see if they should be revised.
I also like to ask the students at the end of their test what they thought about the test. This is another way of evaluating the test.
I agree. I know instructors who NEVER change anything. When I was in college I worked for a professor who had been using the same material-lecture notes, quizzes, discussion questions-for at least 20 years (He preferred yellow legal pads and the paper was faded to almost white.) It struck me even then how lazy this was.
We have an obligation to our students to provide current information and effective testing methods. I agree with others that regular statistical evaluation of tests is important. And also key is to pay attention to student feedback. If there are too many questions about a question on the test, I know I need to review my wording, etc.
Very good teaching style.
Hi Carrie- thanks for your post to the forum. I think we all review tests automatically when we have complaints from students, but there are times when students say nothing but we can see that the scores are overall very poor. As you point out we need to review our assessments regularly. Best wishes for continued success in your teaching career. Susan
Hi Mitchell- Thanks for your post to the forum. I agree, we need to be able to assess the higher order skills like analysis and synthesization rather than just memorization. Best wishes for continued success in your teaching career. Susan
I, too, like to offer a variety of question-types. I'm certain my students would prefer matching and multiple choice, but in addition to those, I have them define terms and do short answer. You must be able to learn what things mean, and memorization (with understanding) is not a bad thing.
I can typically determine this based on their answers. How correct are the answers or was the question not asked properly or did I not cover the material well?
If several students got the same questions wrong, that can indicate that maybe the question was worded in an unclear way. Also, if you are wording the same question in different formats, and still getting the correct answer, it's safe to say the student really does know the answer.
Hi Janice - Thanks for your post to the forum. That's an excellent way to monitor your assessments. Great work! Best wishes for continued success in your teaching career. Susan
Susan
I typically do a trend analysis and compare the scores over time and measure the outcomes and the effectiveness that way.
Janice
Hi Jenny- Thanks for your post to the forum. You are doing a great job of evaluating your assessments! Best wishes for continued success in your teaching career. Susan
Hi Suzanne- Thanks for your post to the forum. You are doing a great job reviewing your assessments which is so important! Best wishes for continued success in your teaching career. Susan
I analysis how the students did on each question. If the majority of students miss the same question, then I assess how I presented the material and how the question was worded.
When it is an objective test, I look at the scores and subjectively consider whether or not I think students' scores reflect what I have observed in their classroom participation and papers.
If it is a subjective test (like an essay test), I analyze students' answers to see how much of the material they were able to synthesize in their responses. The more they are able to incorporate and the more focused their responses, the more effective I judge that test to be in allowing students to demonstrate their knowledge.
The outcome of any type of test will inform me about the student's need to better understand the content of the course. The follow-up in areas as learning styles found within the test, was there visuals for clear understanding, opportunity to express in writing, and the time factor would something to consider with instructional study content being presented in the best possible way for inaction of the student.
My discipline requires that students can demonstrate an understanding of complex models. They need to list the assumptions, present the models and apply them. For those reasons, short answer questions and essay questions are the most useful.
