I assess the learning objectives of the content to be tested and determine how effective the testing format has been as I grade the tests and then later as we review them orally in class. Oral student responses amplify their knowledge more fully and also reinforce the learning of other class members when they hear a student's solution to a test problem.
Hi Patricia- I have been a victim of test anxiety myself (usually involving math). Here are some useful suggestions from my alma mater - George Washington University. http://gwired.gwu.edu/counsel/index.gw/Site_ID/5176/Page_ID/14095/
Initially a diagnostic test is given to the students. This allows me to focus and let the students know what they already know. I like giving a diagnostic test the first week of class and the last week of class because the student can see what they have learned.
Essay questions are given for quizzes. This allows me and the students to know if knowledge is being transferred. For my mid-terms and finals I administer skills test and multiple choice.
Assessment is very important to make sure transfer of knowledge is happening.
I want to make sure students have learned and are able to apply the skills and knowledge presented in the course.
My heart goes out to the student who has studied for the exam but whose brain freezes when it encounters that blank line. What do you do in a situation like that?
I love the short answer test. You need to know the information and to test yourself the short answet exam is the best way. I always review the short answer exam very well with lots of explanation and discussion and the class responds very well to this style.
The criteria I use to determine whether the test is valid is Does it allow the students to demonstrate their understanding of facts, as well as, Does it allow them to demonstrate their creativity and unique interpretations to the given problem
I like fill in the blank type tests. If you truly want to know the information this is the best way to see what you need to practice. Either you know it or you don't. There is no beating around the bush.
Hi Patricia - You really give a lot of thought to the assessment of your students. To do so it is clear that you get to know your students very well - excellent!
I use many different criteria. Some tests are not graded, to let the students asses their own progress. Some tests are skill based, the students demonstrating a skill with their hands. Some are essays, in a recipe format.
I use several critera for selecting testing formats. (I teach fashion marketing) I have abandoned T\F questions because they're too much of a gamble. (Studentd have a 50% chance of giving the right answer)
I find that a combination of multiple choice and short answer and essay work best because they each appeal to a different learning style.
I base my test questons on the learning objectives of the topics we have covered in class, giving the bulk of the weight to applications of marketing theory as it relates to students' own fashion readings, research and employment experiences.
Hi Kathleen - You are using active learning techniques very well! Giving our students the opportunity to use specific skills across the curriculum is also very important - well done!
I teach fashion illustration and my tests that are offered to students are skill application. Students must be able to manipulate the fashion croquis in various poses with clothing and accessories. Fashion Sketching Jeopardy has been effective.....students select from various categories and must be able to identify a definition or draw concepts on board. The class is split into teams and each question has a higher level of problem solving. Each student is stimulated by applying knowledge and skill to other fashion related classes as well!
The criteria I utilize when creating a test is dependent on subject being taught. I tend to favor the Objective/Completion and Subjective/Short Answer as most of content covered is program knowledge based with only one correct answer.
I do include some matching and true and false questions to mix up the test structure as well.
Some of the quizzes build on each other or may repeat questions from previous tests so they also act as study guides for the students.
The criteria I use to select testing formats ranges depending on class I am teaching of course. Some classes are more Subjective or program knowledge based and others are more Subjective or Design knowledge based.
If this is a skill or (subjective) based program I tend to lean towards short answer as there is only one correct answer.
I also apply True and False in limited amounts. but have not explored Multiple Choice which I may visit as an option as well.
The Skill Application is one I plan on incorporating in finals along with the knowledge based written test form. However at end of the day the grading of work is obtrusive as you have to check digital files as well as the written content on hard copy. I could devide on different days of course in thinking about it.
Assessing course outcomes through testing is a challenging task. Courses in which I want to increase students' vocabulary in the descipline, I will use matching and T/F questions. On the other side of the coin, on courses in which I want to build students' analytical capabilites and critical thinking I will use essay type questions.
This is very true; I have asked other instructors to read through my tests and they have sometimes found verbage that might confuse students. Once they flag it I know where to be careful the next time.
Hi Sherie - Welcome to ED 103! You make a good point - often we will never fully know the impact of our teaching, but it is realizing both the obligation and the opportunity that we have to make differences in our students lives that makes our jobs so worthwhile.
You are using a great combination of assessmsnts especially for the discipline that you teach Valerie. Do you also assign projects for your students?
I teach a fashion design class where I use a combination of a paper based exam as well as a hands-on practical exam. This way I am able to test students on the theortical aspects as well as their level of skill and workmnaship. I encourage students to give me feedback on the format of the exams and this allows me to make modifications to my testing format.
I use a combination of objective and essay questions. In a class like Cultural Diversity, there are some objective facts they can know to facilitate communication with other cultures. But the main benefit of this class, whether they have opened their minds a bit more can never be tested. It can only be lived.
