Hi Luis - Thanks for your post to the forum. I agree- if our goal is to determine whether our students have attained the competencies set out by our course objectives, then we must base our assessments on those competencies. Of course the prior work is to be sure that what we are teaching matches the competencies/objectives of our courses. Best wishes for continued success in your teaching career. Susan
I try to select the format that going to make the students show the mastering of the skills and knowledge described in the objectives of the course. In my opinion, this is the part that requires from the instructor to focus in determine the relation between the questions and the course content.
What style fits the students in my class and gives me the best idea of how they doing with the material
Hi Neisha- Thanks for your post to the forum. Yes, when the goal is attain a specific certification, using assessments that will prepare them for those exams is essential. Best wishes for continued success in your teaching career. Susan
in my program students sit for a national board exam that is MCQ thus that format is mainly used as it best replicates the board exams
The criteria I use for selectiong testing formats depends on the type of material being taught. Sometimes, multiple choice formats are ebeneficial for selective thinking skills and picking out a choice, versus an essay format for ensuring the student can express information in a verbal format.
Hi John - thanks for your post to the forum. I am in total agreement - why re-invent the wheel if we don't need to? If you are doing due diligence in evaluating the test bank questions and they work- terrific! Best wishes for continued success in your teaching career. Susan
Simple question. First off, I'm lazy, ha ha. I look to see if there are test banks in the Instructor's Resources that I can look through for questions to make tests out of. Why do the work if it's already done for you? Then I look through those already supplied questions that relate directly to the material I have taught in the previous lessons. If there is a match, woohoo, 15 to 20 minutes and I am done and feel good about the test that I am about to give them.
Otherwise, I put a lot more work into it and mix it up with all different styles, some multi-choice, true/false, matching, short answer, completion. Almost never use essay, it is not appropritate for what I teach most of the time. I am testing their skill assessment and retention and application of facts and methods, not their creativity.
I choose testing format by the material being studied. I feel changing the format helps student to be prepared for whatever may be presented and also helps them to prepare by knowing the material and being prepared to present their knowledge in mutliple formats.
Hi Phillip -Thanks for your post to the forum. I also teach Gen Ed classes and use Mutiple Choice and short answer for quizzes and a combo of those with essay questions for major tests or exams.
Best wishes for continued success in your teaching career. Susan
I am looking for a reliable way to determine what my students have learned from classes. Since I teach general education classes, I cannot use techniques like skill applications, etc. I do not use true false tests because I have already learned that students do not like them and do not do well with them. They are "trick" to most. Since there is so much content to cover, I am looking for a way to assess as much content master as I can.
Hi Tim - Thanks for your post to the forum. Your approach to assessment is well suited to the discipline that you teach - great work! Best wishes for continued success in your teaching career. Susan
I look at the content that was taught and what type of questions will show the best level of understanding.
Since I teach software based programs I mainly use practical test to asses their abilities. I couple these with matching tests to asses their knowledge of the keyboard shortcuts in the programs.
I choose the test based on what I want to see from learners. If I want to see whether they can create a legal document, my test would be a project. If I wanted to see if they understand a theory or concept, I would probably choose essay or possibly short answer. Essays also provide the instructor with knowledge of the learner's writing skills as well. I do prefer essay, but projects, in my opinion, are a good way to test. I totally try to avoid canned tests.
I try to incorporate several different testing methods, as not everyone is a good test taker, and not everyone understands the questions. Adding different types of questions (T/F, MC, fill in, diagramming, etc) will help. I also try to add visual graphics or YouTube videos to help emphasize a concept.
HI LeeAnne- Thanks for your post to the forum. You are doing a great job at asssesing your students. Appication/hands-on combined with the standard quizzes/tests is ideal. Best wishes for continued success in your teaching career. Susan
Hi Linda- Thanks for your post to the forum. i agree that mixing up asessment types is valuable.
Best wishes for continued success in your teaching career. Susan
one criteria is if the test shows the student true skills learned in this section of the course. I also look at how clear is the test question. The test has a true to life question or is it just filler material. A student can tell right away is it a legitamite question, they will bring it to your attention quickly.
I agree with LeeAnne's comments. I teach medical assisting, which is also both formative and hands-on. Students are required to perform hands-on competencies throughout the program. My chapter evaluations are a mixture of several question methods. Just as students have different learning styles, they also have preferences to test taking. Giving them a variety responds to everyone's preferences.
