The way I determine how effective the type of test format I used to demonstrate student knowledge or skills is by the way they answer the questions. Especially the bonus question. I observed them taking the examination. How fast they complete them. Their behavior while taking the exam. All are clues to the effectiveness of testing formats.
HI Michalina- Thanks for your post to the forum. You mention an important point - we need to balance test scores with the other informal personal assessments that we do on a daily basis.
Best wishes for continued success in your teaching career. Susan
The scores that are received from the test in comparison to the individuals discussions within class will give a general understanding of the comprehension as well as the learning outcomes.
Hi Antonio- Thanks for your post to the forum. Are your pop quizzes calculated into their grades? If so, it can help to have a regular weekly (sometimes even daily) quiz. Students will be less inclined to miss class as it will probably affect their grade and studednts overall will be better prepared. Best wishes for continued success in your teaching career. Susan
Personally, I gave my Math students a pop quiz of the same information we were going over in class. Although they complained about the pop quiz and made up every excuse why not to take it, 13 out of the 16 passed the quiz with a B or better. To go even further, 10 out of the 13 scored a 90% or better, while the other three did not pass the quiz because they either did not try, or were not in class for a week.
Moreover, I use pop quizzes after going over information for a week, just to see where my students are and whether or not they are retaining the information. In this case, 81% of the class passed with a B or better , but if 81% would have failed, I would have to reconsider my teaching methods and go over the information again.
Hi Nancy - Thanks for your post to the forum. I know that keeping track of your test statistics may at first seem somewhat overwhelming, but I promise it's pretty simple and will pay off big time! Best wishes for continued success in your teaching career. Susan
Keeping statistical analysis of every questions for every class is an Idea I will try. I have only written two tests, so I am a beginner and could use help
I would say it was OK if most students got most or all the question right.
HI Elise - you are doing a great job of monitoring and revising your assessments- great work! Best wishes - Susan
I use a combination of statistical analysis, input from my students and discussion with other instructors. My students always think they prefer T/F. I never give them because as a student myself I can always find the outlier that makes each question "false". If I find that a test format appears to be ineffective I also take an evaluative look at my own teaching techniques and what happened in class during the quarter that may have distracted from an effective learning environment.
I do this as well. It provides me with valuable feedback on quizzes and exams
I believe it 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'm with you although I used to give students a choice of answering two out of three essay questions. From this module, I have learned that this is a mistake and I plan to not give them the choice any more.
I agree completely with keeping track of test scores because it will let you know if an issue in wording or course content should be changed to better suit their comprehension levels.
We analyze each exam and quiz questions missed and actual answers selected. Based on this we can review our questions to see if we constructed them soundly in order to measure lecture content undertanding. If there is a problem, such as a multiple choice with two reasonable answers or a confusing stem,we revise the question. We also use the data to assist us with tutoring efforts.
HI Mark- thanks for your post to the forum. As you point out, the important thing is to regularly review your tests. Best wishes- susan
First, on multiple choice tests, I calculate the score that students would get by blind-guessing. A test-taker who guesses at each question in a multiple choice test with four choices for each question is expected to score 25%. This means that if a student scores 50%, he or she learned something. Depending upon the difficulty of the test, that may be enough to pass the test. However, I hope to write tests that are not that difficult. If the high score in a class of 30 students is not 90% or higher, then the test is probably too hard. If half the students score 90% or higher, the test is probably too easy (or I'm failing to detect cheating).
Additionally, an analysis of the frequency of incorrect responses for each qeustion helps identify questions that are too hard or too easy. The test's effectiveness may be improved by throwing out or changing some of these questions.
HI Luke - Thanks for your post to the forum. You are doing a great job at keeping your assessments effective. Best wishes for continued success in your teaching career. Susan
I revisit my test materials with every class to determine if they are relevant to the information taught. I also use the scores as a barometer. All high scores, it may be too easy. All low, maybe too hard. I also cross reference with my daily lesson plans to be sure I am accurate in the asking of informational queries.
By analyzing the outcome of the exam directly as well as subsequent assignments and exams. Not only can students succeed in the individual assessment but do the progressive assessments reveal a "building upon" knowledge of the material?
