I couldn't agree more with your assessment of what happens to students when presented with the math portion of exams. When my students do not have multiple choice type answers to guide their calculations, they can go off the deep end at times.
Steve
In our automotive training, we utilize a variety of testing formats in concert with one another. The written test usually consists of the garden variety multiple guess questions. Then, the students will be given a computer-based interactive procedural knowledge test. Finally, the students are given a hands-on, diagnostic test on a live vehicle.
Hi Bj - Congratulations on maintaining a very comprehensive assessment strategy! Susan
When I start the beginning steps of setting up my exams, I keep in mind the testing process not only allows me to evaluate how much my students have learned, it also provides a chance for more learning to take place, by reinforcing course material.
Tests should be designed with primary course objectives in mind and should cover material from all objectives of the course being offered
On the first day of a new course, not only do I review the course objectives and classroom policies with my students, I define the kinds of exams they can expect in the course. My tests are comprehensive in nature, and certainly demand a deep knowledge of the subjects which are discussed in class. I prepare copies of my lecture notes for my students to study by, and I have found the testing process for my student bodies are likely to provide a higher level of successful learning, and test scores. Frequent testing enhances the learning process, and my students know along with weekly exams leading up to finals, I will give them ‘Pop Quizzes’ almost daily. Also, I practice returning all quizzes and exams to the students within 48 hours, allowing the students to review the exams, allowing them to see both their success, and errors while testing.
I am finding multiuple choice tests to be the most effective in creating positive outcomes. Students approach tests with greater confidence; confidence creates greater participation and involvement in the class.
The main criteria is the level of ability the student needs to understand the question. I want the student to be able to understant the question easely.
For on-ground classes, my tests are a combination of True/False, Multiple Choice and Matching. The T/F and Multiple Choice allow me to cover a lot of ground in assessing the numerous topics we discuss in class. Because Nutrition has a lot of technical terms, Matching works well to assess whether they understand the terminology.
At our facility the written tests are all of a multiple choice format. This does give the student an opportunity to have some guess work if the recall material does not hit home. Then the students are tested on hands on practical skills on the same variety of skill sets
At our institution we only use true/false, multiple choice, and practical assessments to help ensure our students are learning the class objectives. In addition to these types of assessments techniques we do a lot of math questions on the test.
In my experience students do relatively well with the true/false, multiple choice, and practical assessments, but seem to "fall apart" when it comes to the math portion of the written exams. Does anyone know if setting math questions up on the test in a multiple choice format help with the student’s ability to complete math problems correctly.
I use multiple choice tests mostly as well. It is combined with skills assessments on procedures learned in lab. I also do alot of spelling tests as medical terminology is essential in their future careers as medical assistants
Hi Daniel - Thanks for sharing a very impressive assessment startegy for IT students! Susan
Hi Lillian - Thanks for your post to the forum. For the reasons you mention, I prefer to use a variety of assessment types. Best wishes for continued success in your teaching career. Susan
I use a many testing formats depending on class content, student skill level and class size.
A mixture of different type of test seem to reveal alot about some of our student. Multipule choice is one type that student usually prefer but some believe that those are questions used to trick them. Other student prefer to have word banks and true or false. I like to see answers that students write from short answers because it show me what they understand and have interpreted from the lessons.
I mostly use multiple choice testing because I find that with the material I teach this evaluates the students levels of understanding the best.
We leave it to the instructor to develop the test, with the suggestion that there be two formats on each of the midterm and the final. The first is a multiple choice/true false or short answer set that is closed book. The students complete that, and turn it in and then are given the next part, a practical exam conducted as essay questions that is open book. This gives them a case description, and they need to apply the skills to that case. The case is simpler than real world IT problems, but it requires them to build the documents that are part of the project. Or, as we teach a set of practical skills, we have them use their laptops to do a set of administrative duties and then the instructor can go around and check that the settings were set correctly.
In this way, we hit both recognition of vocabulary and the practical application of the skills.
The rubric for the practical test can be an issue, with the students trying to stop before applying the real skill, just echoing what is in the book in the way of a list to consider. They seem to like to not document how they applied the skill.
Sometimes the text book will come with the questions we can use in the first part of these tests. I do have to remove questions I didn't cover, as our terms are shorter than the books are built for.
It depends on the course that I am teaching. I use a variety of testing formats to meet students' needs and learning styles.
Whether new students or experienced students; whether foundation course or senior-type course makes a difference on type of assessments used.
When selecting the criteria i will be using for a test, I would first see how well the student pick on the material.Because you dont want to hard where they will not understand, but at the same time you dont wanna be to easy. That will only frustrate the student, therefore they will fail the test anyways. In my opinion its best to to start off with multiple choice, only because the student will as told have a wide range of instructional objective, here they will be able to take everything learned and do process of elimination.
Multiple Chice, Drawing and i will allow the student to label it
