What we teach requires cultivation of techniques and practicums are the standard. Make this, to this standard and in this amount of time.
To test creative thinking I like presenting students with a list of product and have them create something. They need to provide a formula and methodology for the item. The list is based on a previous project but has omissions and includes new items or substitutions.I want to see if they can apply technique in a new or different way.
One consideration (that is admittedly more institution-based than student-based) is the turnaround time that you have as an instructor to get grades in. If you have (as I have had at some schools I've taught at), say, 48 hours to get final grades in, that certainly limits the type of testing you could do in a class of 40+ students. One school I teach at has a very generous policy regarding the turnaround of grades, so I feel far more freedom to experiment with the types of testing I do (as I actually have time to grade a more intensive exam).
Hi Richard- I would first look at the test. Try an alternative test and see if you have the same failure rate. It is rare to have an entire class that consistantly fails assessments so if that is the case it may be that the instructor needs to be observed. We routinely observe our faculty to give them feedback as part of our faculty development program. Done well, this is viewed as something positive!
If most students do poorly on a test, how do you determine whether the students' aren't learning or the instructor isn't teaching?
I currently use the Test Generater Program and select questions that have been covered in the assignments. Sometimes it's been a tough decision as to whether to make up the test first on the material I know I want to cover, or cover the material and find the questions to match. This is my second class so I'm learning.
Susan,
Yes I did already submit an email regarding the above question. Please let me know if you have further questions or comments. Your input is appreciated. John Eliassen
Susan,
In my class, which is primarily based upon memorization of information, but also has an activity component I use a number of techniques to assess learning and evaluate students.
For the memorization component I use a combination of multiple choice, completion, true/false and matching tests at different times. This helps me to gauge student progress or knowledge and I think give me a more accurate picture depending upon the type of learner. For the activity portion, I use skill application tests to help assess how the students are progressing with their wine evaluation capabilities. John Eliassen
Hi Tony - Welcome to ED 103! Thank you for a very well written posting to the forun - your assessment techniques are excellent!
Hi Chan - as you mention, good observation skills can be a very effective form of assessment.
Hi Sheri - that's especially true for the student who tend to "go blank" when faced with a test!
I like to use Multiple Choice and True/False. I found this very beneficial for the student. Students seem to feel better when they know they have an option for the answer rather than fill in the blank.
I like give scantron test. easy for me. I do many demo and student copy me. I watch them so I know who need help. I know what they need help work on. this work well for me. I know student learn.
Usually, the testing format is based on the material and the compentencies that the student is required to demonstrate. That way, effectiveness is built in.
For example, I will test factual knowledge with multiple choice or short answer quizzes. I will assess a student's ability to analyze ideas with a paper or in class essay.
Susan,
I use different testing formats depending on the course I am teaching.
For example:
When I teach the basic Marketing class, the midterm consists of short answer definitions and concepts they have to know because they will be important for all of their advanced Marketing classes. I tell them to answer in their own words and not memorization from the book. This allows them to think about the answer before putting it down on paper. The final is an essay question on how they would handle a particular scenario knowing basic marketing concepts they have learned. This again allows them to think about the answer before writing.
In my Professional Selling classes, the midterm consists of a five minute sales presentation on a product of their choice. This allows me to see if they are using, in their own style of selling, the basic selling techniques they have learned up to the midterm The final is also a five minute sales presentation on selling themselves, using all the selling techniques they have learned, and what grade they think they deserve. They enjoy the final because it really forces them learn how to sell themselves in the real world. This is not as difficult as it may sound, because they make one minute sales presentations each week.
My experience has been that an assortment of question types on the same exam - with the point values clearly marked - can be very useful in assessment. In other words, this tends to level the bar between different types of learners and different strengths of mastery of material that the differently styled questions require. Hence, a typical test will include 5-10 True/False, 5-10 Multiple Choice and groups of Matching and/or Fill In type questions as well as several short answer where procedure is involved.
How does this impact effectiveness? It helps me to find a ballance, and gives those with differing abilities the opportunity to be properly assessed.
The courses that I teach requires that the student acquire facts and skills which must then be applied to particular case studies. In order to assess their grasp of the knowledge, I create tests that combine testing formats. My Mid Terms and Finals include matching, true and false, completion, short answers and essays. I have found that students excel in various testing formats and are weak in others. By combining the testing formats, I am better able to assess the students level of understanding. The test is effective if the student is able to demonstrate a knowledge of the facts in the multiple choice, matching and true and false sections and then make connections and problem solve in the short answer and essay sections. It takes me a long time to create and grade these tests, but I feel that it is fair and all students are able to demonstrate their new knowledge or skill.
I am a chef instructor and in my class skills testing is a must. They have to demonstrate the skills necessary for completion of the course.
Much of the content that I test requires synthesis and analysis of information. For that reason, I often use essay questions so that these higher skills can be demonstrated.
For factual material that needs to be recognized I often use Multiple Choice.
In my experience, students perform better on M/C than T/F. I do not think T/F tests knowledge as well as M/C.
Hi Crystal- I agree - frequent feedback is essential for students to improve. To rely on only mid-terms and finals is a diservice to our students.
In the writing courses that I teach I sometimes use a rubric because it is an objective way to grade essays. It also allows students to see exactly where they need to improve. So I wouod say the criteria I use is how valuable will be to the students in helping them improve their writing skills, and how objective it will be for me to grade fairly. In another area that I teach the students each present their completed on line porfolio (efolio)to the class. I have a check off list of certain components they need to have included in their presentation. I assess their individual progress throughout the class, so by the final presentation they are ready. Continuous feedback is what seems to be the key for assessing this portion of the course. Crystal Berntson
