The criteria I have used to select a particular testing format is whether the knowledge I want my students to acquire is gained through rote memorization or through analysis. In my introductory textiles class, much information is factual and must be memorized, so my quizzes have been a combination of multiple choice, true-false, & matching. In my "humanities and the arts" class, I've created quizzes that are short answer and short essay to encourage critical thinking, however I also included some multiple choice and true/false questions to create a balance for students who have difficulty with a short essay response. To determine effectiveness, I rely upon an analysis of student performance on the quiz/test as well as direct feedback from my students.
Hi Michelle- Your post was very well stated - ulimately the whole purpose of testing is to determine what the student knows. When a student is successful in a test they also gain confidence in their ability and mastery of the material.
Regardless of the format used to test, no one mentions that the test is the culmination of the students' learning experience. The course information should be summarized [by the questions] so the student leaves having clarification of subject matter, not for the ease and comfort of the instructor assigning grades.
Because I have taught Computer and Networking courses I have two major criteria:
1. They have to be able to preform the actual tasks.
2. They need to be able to pass the certification test.
Both of these formats provide different opportunities for them to demonstrate what they have learned.
1. They demonstrate by actually using the skill in a skills based test.
2. We use practice exams for the certification test to see if they have mastered the knowledge.
The types of courses I teach really require a basic type of assessment. But I have found that I can get feedback as to how the student is doing throughout the term by giving in-class work.
We use practical examinations, purely hands-on and technique driven as well as written exams.
We are a technical school so we place more emphasis on the hands-on. As for written, we generally go for a multiple choice format with a few true/false thrown in. We are moving towards more completion exams but are trying to find the correct balance.
Our system are preset. The test are formated and set up in the multi choice method. This is difficult for some of our students to comprehend due to verbage on the test. Our students have a low reading level.
Thanks John. I confess, I've been using multiple choice too much for the sole reason of saving myself time. I've been convinced by this segment, and by you, to rely less on multiple choice and more on formats like completion and short answer. They can require a little more thinking and a higher cognitive process from the student without a big additional burden on my time.
Hi Rob,
I completely agree with you, except, the usage of multiple choice assessments. I really believe in completion and short answer test.
For graduate level courses, I prefer to use essay tests. I want them to be using those synthesis and evaluation skills.
For undergraduate formative assessments, I prefer to use completion, short answer and a few essay questions. They usually have more time available for these activities and I want them to dig a little deeper. Weekly individual skill application projects are also used for formative assessments.
For the summative assessment of undergraduates I tend to use about half multiple choice and half skill application.
I probably use multiple choice assessments too much. I will strive to test higher cognitive levels in the future.
I avoid True/false assessments at all costs. It seems like, even though they have a 50/50 chance, the "trickiness" seems to mislead them.
Introductoy theory classes in which familiarity with a broad range of basic concepts,terminology and technique is required, multiple choice and matching are employed with successful results. As students move into practical lab classes and students begin tehnique application and problem solving, skills testing, wrtten completion and short answer become better choices.
I give my students a lot of reading and research assignments so I give quit a lot of complete questions to measure facts and the level of their opinions. I do not believe much True/False and multiple choice questions.
Hi Carol - sharing your essay exam grading rubric is essential but suprisingly not done all the time - well done!
Hi Carol -Welcome to ED 103! It can be very frustrating for students when they cannot master a skill. What I try to concentrate on is pointing out and praising what the HAVE done well.
Hi Marianna-Welcome to ED 103! You are correct that application testing is most appropriate for the courses you are teaching now, but wise to use other types of assessment as well.
When I was teaching Gen. Ed. classes, I used more of multiple choice and essay tests. Now that I am teaching at a career school, where I am teaching students computer applications, I prefer to use hands-on tests, such as fix the non-working code, find a solution to a design problem, and so on. I do use multiple choice, T/F, and esssay tests, but very rarely. During my daily lectures, I use open response quizzes, to make sure students follow the lecture and retain information. I let the students keep the paper, so that they can refer to it in the future.
Hello,
One of the best questions I was asked during a job interview was "how do you deal with student failure?"
I agree. It's important for a student to feel a sense of accomplishment, but how do you handle a student who is not able to master a concept or skill?
Hello,
Application is essential. Students must be able to apply what they have learned to the task at hand.
Instructors should allow students plenty of practice without the pressure of the grade. If the student fails, the instructor can use this as an opportunity to teach problem-solving.
Hello,
As a writing teacher, I tend to rely on essay exams. I include a rubric with each essay exam which I share with the class beforehand.
I also believe in giving several diagnostic exams throughout the course. If I create a short answer quiz/test, I cull questions from these diagnostic exams.
Hi James- Your students are learning critical thinking skills that they will find valuable forever.
