Ultimately, I use a variety of testing formats. In other words, when I create a summative (or formative) assessment, I incorporate multiple-choice, short answer, matching, and true/false questions. This allows me to cater to the strengths of many students.
I use some matching , a few T/F, completion, and some short essay because somethings I teach they need to be able to explain why they chose that answer not just circle something randomly if they do not know the answer.
Being a Computer Systems Instuctor, I like hands on lab testing. This gives me a better understanding on where the students are.
The choice will depend on the setting that you are in. Diagnostic testing would be good at the beginning of a course for example. Performance testing is better when you are trying to have the students demonstrate learned skills.
I agree with the revision based on what was covered. Sometimes we will discuss a specific topic at length in one class, but no so much in the next.
Also by changing the test slightly, it helps to decrease the chance of cheating from the use of previous tests :)
Hi Benjamin, Thanks for your post to the forum. I agree that the faster you can get feedback to students the more useful it is. It is probably a good exercise to retake a test that they may have bombed, once they have gotten our feedback. Although obviously we cannot change their grade on the original testing. Best wishes for continued success in your teaching career. Susan
Susan Polick
There are two considerations that I use to decide what testing format to use. 1) how quickly I can get the feedback information back to the students. and 2) how accuratly the format represents a sample of student knowledge and skills. Formative assessments need to be given back the same day or the next because after that, the students do not receive the full benefit of the feedback. Although my college does not allow this, I believe that students should get the feedback and have the opportunity to take the test again. After all, that is what happens in this course.
We use the learning objectives Bloom's taxanomy level to determine what type of testing.
The courses I teach require a lot of skill application testing...this is the best way to give hands on chance to test their abilities.
I do the same, following the syllabus objectives
and changing wording as well. Test banks are great but I must adjust to group level
Regards
I prefer multiple choice and matching,but I strongly dislike true/false.. I find the students randomly answer because they don't find them credible...only intended to trick them.
I often use the given test banks supplied in my texts but I then review and make minor adjustments based on our information covered to personalize to each class.
True false tests are a no-no for me. I prefer multiple choice for students and short answer/essay for the more conceptual and application-based questions.
The criteria I use for selecting testing formats is mainly determined on what class I am teaching. The class subject as well as the course goals for the students help to select the best testing format. Generally, I like multiple-choice tests as they help to focus students options and allow them to practice their reason and logic when they don't know the answere right away.
If it is something that my students will actually have to peroform on a daily basis when they obtain a job, I do a skills test. Then if it is from lecture and facts then I tend to lean towards a multiple choice or standardized test.
What I'm teaching always plays the biggest roll in how I test. Skill is always hands on, so the "show me and tell me why" works best. But in the classroom, I like to use multiple choice with a short answer question at the end. The chapters are so long and we cover so much in one lecture that this just works for both student and instructors.
My criteria of testing is soley based on how the class relays information back to me. if they are getting it its written if its difficlut subject matter of low importance it is multiple chioce, if it is high importance its written or short answer questions because the student has to spend more review time preparing and therefore has a tendency to be remembered for a longer period.
We use a combination of multiple choice, matching, True/False and short essay. I found using the test bank more difficult. Mary Cornelius
Hi Charles, Thanks for your post to the forum. I really like your idea of including video and audio! Best wishes for continued success in your teaching career. Susan
Susan Polick
i teach at technical school and we are limited in the types of test we can give. i have to stick to t/f and multiple choice. i try to include pictures and diagrams to keep it interesting. we can also have movies and audio in questions as weel, i would like to include those in the future.
