I often start with a test bank for the same reasons you stated,tested reliability and validity. Then I manipulate it to fit the objectives I have emphasized and the ability of the students in the class. Crystal Berntson
The format that I utilize is multiple choice questions. I select test questions from a test bank that related to the topics that I teach.
Most of the time I teach upper level classes in Fashion Design Program. These classes are highly hands-on and demand work.
I assess students through presentaitons of the collected and constructed material including Inspiration Boards, Drawing and rendering Fashion Illustrations, Drawing flats, and constructing Garment ensembles.
Also, they are required to complete Library research assignments. They are expected to relate and apply those to learnt subject matter in class.
Purwa Garg
I am constantly analyzing the various types of tests given to my students in the kitchen. I have four multiple choice quizzes, 25 ques. each; 2 research projects applicable to successful chefs/restaurants, a non graded french culinary terms assessment and daily hands on lecture and demo and critique related to rubrics. I can affect every type of learner in these manners.
I teach skill based classes. I tend to give projects. This way the students can show what they have learned.
Hi Rulon - We too often encounter students who have minimal writing skills, especially in the area of grammar, and wonder how on earth they graduated from high school? Nevertheless it now becomes our task to give them that skill as well. It is often, as you know, not an easy task! "May the Force be with you!" ;-)
My area of expertise is in language development and writing. I learned a long time ago that teaching grammar for the sake of grammar is useless unless you seek accountability in how the students uses the principles of grammar in their writings. I use a student's poor use of grammar in his writing as an indicator that more effort needs to be done in learning the material by the student, and a directive to me to steer that student to appropriate review and practice. Competence is then measured when the student demonstrates mastery by writing correctly.
I prefer practical application testing. We teach a skill and in this way I can more accurately evaluate the hands on knowledge of my students. Other forms are used but this is my major indicator of knowledge.
Hi Fortuna- As you point out, not evry form of testing works with every discipline and/or every group of students. The assessments you are using are very suitable.
I use a combination of multiple choice, matching, completion, true/false and short essay in the same exam. This allows me to test the students understanding in a variety of ways. The students ability to answer the questions correctly gives me clear picture of the student's understanding. In addition, I use the same test every term (protecting it from cheating, of course). I change the test when I see a large number of students getting a question wrong.
I teach a beginner English as a Second Language course, and some of the testing formats mentioned would be difficult to apply to my students.For example, my students do not have enough command of the language to be able to answer an essay test.
I find matching, completion and short answer more suitable to their level. I also give speaking and audio tests to round out the assesment of the 4 basic language skills. All of the above, in conjuction with their partcipation in class, are very effective in providing me with what I need to determine their progress.
I teach many Humanites courses and therefore prepare many short answer and longer esay questions. In many cases I am asking their opinions based on concepts or theories we have discussed in class. I emphasize their grade will be based on thoroughness and backing up their opinions with examples.
I use the tests formulated by the textbook where ever feasible. By so doing I have confidence that the students are meeting the authors criteria besides my own.
I selecting a particular testing format based on the information that I am assessing. If I want my student to know facts I will use a t/f test. If I want my students to be able to apply knowledge I will ask them to write an essay. With the type of classes that I teach I mostly ask student to apply knowledge using practical application. I then assess them on their ability to do certain skills. Students must be able to complete the skills in a project before they can go to the next project. They can repeat a project several times before move on. I use rubric to assess their knowledge.
I would say it depends on what your teaching and how well your students understand what you are teaching and what level you are in,in your cirriculum.
Hi David - so often in career education observation of performance is the real test of what they know, and even more importantly, what they can do!
All of the tests that go in the gradebook are multiple choice. The curriculum and tests are formatted the same for all of our campuses. During the course I give matching and short answer reviews, this allows me to monitor the progress of the students and adjust my presentations accordingly. I also have the opportunity to observe how each student performs in lab, therefore I can direct attention to the areas where they appear to be struggling.
I teach mainly software and concept driven classes so for me testing is used to see that the elements and functions of the software are making sense.
Using multiple choice and short answer test questions has proved very effective and allows me to see that the menu items, hot keys and uses of elements of the software are making sense... it would be hard to use an essay type test for these outcomes... at times teaching a software based class makes testing and quizzing challenging... but it can be done.
Hi Patricia - You are wise to spend time reviewing tests. Tests that are not reviewed are a missed learning opportunity.
I teach courses at the Freshman/ Sophomore level as well as Senior level. I tend to chose multiple choice and matching in the lower level classes and essay for the seniors.
Fashion history is made up of vocabulary, recognition and dates, so I tend to stick to multiple choice for this class. I want to take it a step further and know the student understands what the definition means, so I have added a component to the exam of matching the vocabulary word to the catagory of dress (undergarment, outerwear, etc.). This is where I find my students have the largest difficulty. I adjust my exams every term based on the average scoring of each class.
