I check for questions where most students not only got the question wrong, but answered with the same wrong answer. I know I have a poor question whether it came from a test bank or not. That question will be re-written or just removed from the test in the future.
Hi Warren- Thanks for your post to the forum. You are wise to review tests after each course, sometimes we are using different textbooks or we need to update material. It's a really good practice. Best wishes - Susan
I re-evaluate my tests after each course. Clearly the results of the test reflect on both instructor and student. If all students have done poorly, either the test or the instruction needs to be modified.
HI Susan - Thanks for your post to the forum! If the test is meant to assess competencies that is what it must do to be effective. If a student is able to demonstrate that he has attained those competencies then he/she has been successful. Best wishes for continued success in your teaching career and happy New Year! Susan
The overall scores on thier exams is usually a good indicator. We use multiple choice and True False exams due to the large size of our classes. THe exams are made for us by administration. I feel they are well done and thought provocking. They are given hands on tests for clinical skills for nursing.
If it is a skill based class...wouldn't your test be effective if that student completed the task/tasks at an acceptable level of competency?
HI Pierre- Welcome to ED 103! You are exactly correct - the essay assesses higher order thinking as students are asked to pull together everything they know on a given topic. Best wishes for continued succes in your teaching career and all the best in 2010!! Susan
Out of 4 of 5 tests formats that students are offered,include: matching tests, true/false tests, Multiple choice tests, short answer tests and essay. I am convinced that the essay testing format is by far the most complete and efficient testing tool. By nature the essay requires more reading material, critical thinking and full comprehension of the given topic.
I use statisical analysis of both the questions and answers and the pass/ fail rate of specific exams. You can determine if it is the test itself is valid or your teaching technique is on/ off by maintaining the data this way.
The test should be valid by showing that students were able to master the material. In my teaching circumstance we don't use tests we instead require word documents and power points as a means of assessment.
To me this is less effective in some ways because students can gather information on the internet; and correctly cite it without having the practical application of it!
What Susan would you suggest since I don't write curriculum?
In past courses elsewhere I balanced the curriculum with both tests and papers on Art History.
Thanks for all your input!
Marcia
HI Jackie - Welcome to ED 103! You are so right- many of our students are products of "spell-check". They can not spell and with all the shortcuts in texting etc. grammar has also declined. The days of diagramming sentences on the blackboard are sadly - gone! Beswt wishes - Susan
I am a Pastry Chef Instructor and the best way my students can demonstrate a complete understanding of what I am teaching, is by a practical , hands on test. I continually monitor their progress as they complete the test and the resulting product should be a clear indicator that they have or have not grasped the concept
I agree; keeping stats on the answers to questions in an exam help to determine their effectiveness as well as the comprehension levels of my students. There have been times when I've had to re-word a question to a more "user friendly" vocabulary choice, in order to pose the question to everyone. I find it common for instructors to become assuming in the comprehension levels of students today with written word exams; they don't seem to have the same level of vocabulary or spelling that I was taught. Somehow, that's gone by the wayside in our fast, technological world.
I check for progression throughout class. If skills learned at the begining are built upon and still used properly at the end, I know the testing has been effective.
The test format should be determined by the objectives for the course - whether it be a mastery of a skill or knowledge. Typically, an average of the test scores would seem to be a good indicator of the test's effectiveness. However, observation of students while taking the test and taking note of how many students asked for clarification on test questions may reveal more about the effectiveness of a test format.
I see what the end product is. if it is valuable for more students than not, I can safely say that the test is effective.
I also maintain a statistical analysis of questions reviewing student response by each test and also compare quarters
I maintain a statistical analysis of every question for every class. I use that to determine the effectiveness of a question and ask myself if it is the question itself, is it a content issue, etc.
by the outcome, if they had alot of question about the test, then it ment the delivery was not good. if not, then ill assume they understood it well.
