I like to test my students with practicle testing, what is going to be going on in the real world and to see how they deal with it.
There is a lot of role playing. As far as actual written tests I use a variety of styles. Alot of multiple choice due to the fact that our students have to take a certification exam and our multiple choice questions are worded and similarly structured as their exam will be.
Hi Diane - As you note it is important that students know your expectations.
I use clear objectives, written with Bloom's taxonomy in mind, which I share with the students. They then know what level of performance they will be expected to meet.
Once on a whim I brought a copy of two tests home, ( we teach auto/truck technology) we also use multiple guess. I gave the tests to my wife and oldest daughter. Just through the basic knowledge they have picked up from me and logic they scored 5's. I do not and never will like multiple choice questions, if the student has paid any attention at all in class, or read the material, most should be able to score an 8 or 9 on any given test. Of course this is just my opinion. :-)
I find I have had the most success in determining the students' grasp of the material with this format.
I personally like to give multiple choice tests. I find I have had the most success in determining the students' grasp of the material with this format.
Personally, I do not have any choice in the quizzes or tests I give students. The curriculum and course is nationally approved and revisions or additions are not easily made. This means the quizzes are relativly up to date. There is only a small amount of leeway on the physical testing of tasks which reies on my experience.
PJ
Hi Tim - This is always a problem especially when faced with a class of predominately kinesthetic learners. Try breaking up your lecture with a shory look at visuals or videos. Have some parts to examine as you lecture. Lately their has been quite a buzz about the "60 Second" or "Microlecture". There is an interesting article about this concept in todays Chronicle of Higher Education.
I teach in a woodworking school which has the same type of student, very hands on tactile learners. May have a history of ADD and poor success in traditional schooling.
I have found this course very valuable in giving me ideas of stretching the students learning styles but mostly in my approach to teaching them. How to ensure that they are getting what I want them to understand without giving them a step by step outline. Especially in the lecture phase, If you know that they are itching to get out into the shop but you need to get the information to them first, how can you hold their attention and make the classroom experience more than drudgery? I hate lecturing if the students are disinterested.
Hi Tracey - you seem to definitely have the pulse of your students! How do you decide which test format to use for each group?
Right on Roy! You might also remind them that employers are looking for candidates that have communication skills that include reading, writing and speaking
Hi Tim - I have found that have thorough and frequent faculty development programs is the best way to get consistancy of instruction and classroom management by faculty.
I am the academic administrator for our school and I am always struck by the different expectations of different instructors. Of course as student you were always aware of the instructors and knew which ones to avoid and which ones you wanted to take classes from. Now on the other side of that I am always looking for consistency through out the staff.
Hi Tim - In grading work like this it is important to have a rubric that will eliminate as much subjectivity as possible. You might include certain parameters such as weight,size, strength that are absoulutes for a minimum passing grade. Then other aspects could be considered for higher grades.
Most of our testing is skills application testing. Again being a wooden boat building school we are training for the marine industry. We need to see tight joinery done in a timely manner. When we do formal testing we will give the students design parameters and a time period in which to complete the task.
The majority of the class work is shop time actually building boats, in short their work has to be good enough to end up in the boat so they are assessed on a daily basis.
The other subject area that we feel is crucial for them to demonstrate their knowledge in is the nomenclature and construction of a wooden vessel. For this test we use a labeling or fill in the blank test. After this unit I am going to re-examine it and change a portion of it to matching since it is a good test for demonstrating mastery of factual information.
The difficulty we face is the evaluation of the pieces as so much of it is subjective. It is more like grading an art project. How in a skills application evaluation, for something like woodworking, do you remove the objectivity of the instructor?
I have all 3 in one class.
I was told out right, they did not spend X amount of cash to read a book. I told them straight out. We all have to read to get ahead.
The 5 students that read all chapters, thier GPA is 15 points higher
You have to assess the level of the class in general--one testing format may work for one group, but not for the next group. I teach 3 nursing clinicals each week and each group is so different-one group is my "average" group, the next group is the "fun" group that jokes, etc-appropriately so, and my last group is the group that has their noses buried in their books during every down-time period.
multiple choice questions are used for IT certs.
We have to spend many hours build the student to understand how to get to the right answer.
These test banks are not ON/OFF...
I would rather have fill in the blank or essay.
All IT books come with multiple choice ...
So to build a students background on essay type answers. I use SOW and protect repair to see how much they have learned
I use a lot of questions about a certin task and if they get them right I complement them on there sucess! I find that if you give positive reinforcement in ANY situation there in it ALWAYS helps with there confidence in doing the task at hand and will have a lot better understanding and confidence in there abilitys to preform the task at a job site as well-if not better as they did here in class.
A self assesment will also allow them to look at a situation as if they were the instructor teaching themselves, and they have to evaluate the situation as I would.With that I find that they really get a good understanding of what they need to do to be better learner.
Hi William - I agree that "Mutiple Guess" tests are not the best approach. They supposedly test retention of information but the greater question in terms of the quality of graduates we produce is "how long do they retain that knowledge and are they able to apply it in their careers?" If we consistantly "teach to the test" are we just teaching them to take tests?
