Our testing format is based on the information being taught or demonstrated. We will use a variety of testing methods. Hands on practical tests, true/false, multiple choice, etc.
I feel most test questions should be formed using the original objectives of the course and how it will be relivent to the student. Many time we just look and rote memory, understand needs not review. It is very difficult to write test questions based on understanding and thinking skill or problem solving
Well, the courses I teach we don't write the material. We do make minor changes to make the material flow better for their experience level.
you want to make sure it cover the content of the class.it has to be written in clear and simple english in order to relate to all the students.it shoud assess how much information they retained during the class in order to know the area they need to work or improve.multiple choice question is your best example.with standard questions you can determine who is listening or not
In my kitchen labs students are given a final practical assessment judging their proficency with basic cooking techniques. Throughout the class the students present prepared foods as a competency, they receive feedback on an almost daily basis and given tips to improve their cooking performance. After seeing their food throughout the class and mentoring them in weaknesses I can be assured they will do well on the final practical
As far as the skill "testing", the instructor must observe the student as the skill or task is performed. The manor and result of the task needs to meet the expectations of the industry requirements, which the instructor needs to have full knowledge of to be able to an accurate assessment. This includes tools, safety, and manual application.
Hi Ray - You're doing an excellent job of assessment- keep up the good work!
Susan
All students in my class are tested in a practical format-having to create an item that was demonstrated to them in class. They are able to use notecards that they create for themselves. Written tests are also used involving T/F, multiple chioces, matching, and fill in the blank. At the beginning of a cycle, multiple choice and T/F questions are used on tests. As students move through the cycle, short answer essay and practical exams become common. Students seem to respond very well to short essay questions that are asked during quiz reviews for upcoming tests.
Major roles in the students learning is done with the approach of knowing how the students learn best.
I ues mostly practical exams where students are asked to make the product that we make in class. I also give quizes that are multiple choice based on powerpoints and class lectures. I look at the varience in grades and the frequency of wrong answers on each question to see if I should make any changes.
I choose both short answer and essay tests to judge my students mastery of new skills and knowledge. I feel that by asking questions that require critical thinking the student can then demonstrate a clear understanding of the subject. Rather than asking why is salt used in bread dough, I ask how would the results differ if no salt were used.
I use performance testing the most since my students will be going into an industry where they will need to produce the items we make in class. I also use multiple choice and completion questions. I feel that having a slight variety reaches more students and allows for me to get a better understanding of what they have learned.
Hi Jeff - In your field being able to demonstrate techniques is most important, but being also able to tell how they do it is necessary. Good job of assessment! Susan
Our students get tested on items that they prepare in class. They need to know specific steps and methods of preperation so most all of our tests are practical exams. Students must duplicate an item that they have made previously in the class. They must demonstrate certain techniques along the way to the final product. When giving written tests most all of the tests that we have are short answer where they have to walk us through a certain technique making sure that the student hits certain important steps along the way. The two tests work together hand in hand to show us that they are learning the information. Once by telling us about it in a short answer test and then a second time when performing the practical part of the exam.
I find that one of the most important aspects of learning is assessment. What would be the point of learning information but never being assessed to actually see if the information has been retained? I prefer to utilize diagnostic testing which is given at the beginning to assess my students, and also during a course to find out where they are in the learning process. I make my test as fair and consistent as possible with absolutely no grey areas. I always make sure that I have introduced the information that is on the tests and many times it is reinforced in a hands-on environment.
Hi Doug - Great job - you cover it all thoroughly! Best wishes -Susan
In assessing students to determine if they have learned the correct way to boil a green vegetable I use the operation sheet as a resource in designing the rubric for testing.
The operation sheet is a play by play description of how to boil 4 servings of a green vegetable properly.
The end results of how much they've learned is measured in the "tasting" of the end product. Doneness, taste, appearance, temperature, cooking methods are all evaluated and the results are explained to the student immediately.
When I write a test I first try to determine exactly what I want the students to get out of that part of the class.Then I construct the questions that I feel will give me a true feel for what the students have really learned. I try to mix the test questions with all forms of questions. Matching, essay, true false, completion. That way I beleive it benefits all the different types of learners as well. Most importantly in my field as a culinary instructor hands on practical testing is weighed heavily. But also written test will be written in a way to help determine this practical knowledge also.
Theory and applicaton are both very important in the culinary classes that I teach. Some students are very good in the area of repeating the information and therefore do well on written exams others are much better with the practical application of the information. To make the student employable unpon graduation it is expected that they are able to follow instructions and execute various entry level tasks. In order for the graduate to excell they must be able think critically and also execute. This makes it necessary to use a number of different testing techniques. Most common and the most efective is the practical exam where students are expected to produce an entire menu from a selection of products previously unknown to them. This excersize requires the students to use not only their theory of cooking techniques, knowledge of food products but also their ability to execute under pressure. For this reason the practical exam carries more weight than the written exams. Most of the written exams are a combination of True or False, Mulitple Choice, Matching and Completion tests. Written exams always preceed the practical and give a good measure of how students are learning the information and what may be needed to help the students be successful in their practical exam.
most of the testing we do in the kitchen is hands on were they do practical. we do give some written test which are made up of true& false,matching and multiple choice. i have found out most of my students do better with the true & false
