Hi Kim - Combining skills/applications testing with written assesssments is always a great idea - well done! Best wishes - Susan
I have been very pleased with using Elsevier standardized tests. They go very well with the lectures.
Criteria for the testing format for my written exam is from a test bank; however, I do make sure that they are questions that I want my students to know. I also tweak the tests whereas the information is being introduced into the class lecture as well as their reading material. I als ouse a diagnostic skills test in which there is a problem given and then the students have to use their skills to construct their own version of the problem--the way the student constructs follows parameters given, but each student hands in their own unique version. They are given a rubric on their skills test to let them know what I am looking for in order to grade each student's work.
I see that the student enjoys doing more of the skills test rather than the written because they are the creator and they use their own creativity in order to complete their assessment.
Hi Lisa - Welcome to ED 103! This type of assessment can easily become subjective , but the way that you utilize it is excellent - well done! Best wishes - Susan
My students are given a technical practical at the end of every week where they are asked to recreate the particular product for a given technique. They are graded using a very detailed rubric that includes categories such as texture of product, taste of product, asthetics, and saleability of product. It is the best method for me to assess the student's knowledge of products made in the industry in a fair and uncomplicated way.
We use our demonstration as a criteria. We have rubric's that all students use to asses their own work. This is also our assessement for the practical. Essays are used for method and theory assesment.
I always include in my quizzes a mixture of multiple choice, true and false, matching and fill in the blanks questions to help and give more diversity to students.
format selection can sometimes be driven y when and waht you are testing.
Automotive topics lend well to all types of assessment.
true/false is good for a quick test to show students how much they have learned since they started.
I strongly feel that students in a career based college, due need to feel a sence of pride and accomplishment when being tested in their career related goals. Diagnostic testing and objective testing is great for establishing students knowledge bases, but it's really the Preformance Testing that allows the student to be judged and rated in his/her field. After a 15 day course, with 2-3 objective quizes and an assignment paper on the subject they would like to preform on their Practicum, the student is free to demonstrate their knowledge and tactile proficiences in the kitchen. They understandd that the knowledge they learned in the three week block must now be applied to obtain a finished product that is beautiful, edible,and delicious, and reflects the students skills and knowledge that he/she has learned in this class. I know that both the student and myself, as a teacher, both feel extremely proud of their accomplishment, when they present to me their finished dishes.
Bobby
I use the discussion question format in my culinary classes. We are skill technique based so I am looking for the information that the students have learned.
My exams usually use several formats in the same exam: t/f, definitions, essay and some multiple choice depending upon the course matter, place in the course duration, etc.
With testing at a Culinary college we have a practical testing which is to see if the student has grasped the concept of their course material, the student also have a product id testing as they need to know and understand the products that they are working with and also they have a written testing which has all the different concepts of testing so it reaches out to students with different skill levels.
I have a baking rubrics for them to follow.
I do a demo and they can taste, touch, see, throw in the air whatever they need to do. then they do what I did.
I use the material that we have covered during lectures, presentations, cases, and from the required reading. I use true/false questions on quizzes, and multiple choice questions for mid-terma and final exams. Since some students do have trouble taking tests, I offer a review session the week prior to taking the tests.
Hi Michelle- We can always do student evaluations of their instructors but ultimately the only way to know what they have learned is through assessments of what they have learned. Best wishes for continued success in your teaching career! - Susan
The criteria I use for selecting a particular testing format is the course itself and the course objectives. For example, when I teach quantitative courses I rely on objective tests.
Then it is relatively easy to determine how well students are doing and how effective is the test itself. I also look for the questions that were missed most often and either rework the question or use it for review.
I disagree, anything that enhances a learning experience is just that, so what you are saying is that it does not matter if someone learns further, rather if the instructor can measure something. If the instructor cannot demonstrate, that learning occurred, perhaps they should no longer be in that position. If the students are learning, that is what is of importance, and testing is a part of that continuum.
Hi Jocelyne - I'm glad that you have enjoyed the class , I have enjoyed reading your postings! Best wishes for continued success!
Susan
Thank you Susan. I've enjoyed these forums and the online professional development format. The information provided in the modules is very helpful: either verifying that I am on the right track, or redirecting me to a more useful approach that can benefit my students:)
Hi Joycelyne- What a beautiful name! welcome to ED 103! Your assessmant plan definitely covers all bases - well done!
