A very good mix of assessments! We find that assessing group work can be the most problematic which is why, as you point out, rubrics are so necessary.
The criteria we use for selecting test formats is based on a particular ability we wish to evaluate: measuring group work (prosocial and interpersonal skills); problem-solving skills; project presentations; and subject recall ("pencil-to-paper" tests). In order to determine the effectiveness, both students and instructors use scoring guides (rubrics) to evaluate student work.
I agree Cheryl, evaluating case studies allows the student to apply the competencies that they have acquired and especially in career education, it is an excellent assessment of learning.
I love test banks because the questions have been tested for validity and reliability. When I make my own questions it takes too much time and I feel that they are either very easy or too difficult. I use a combination of multiple-choice, T/F, matching, fill-in-the-blank, etc. There are students who excell at certain types of questions and do poorly with others so I give a variety. Additionally, evaluating case studies can be an excellent way for students to apply information.
You're correct Clifton - in most competency based training practical tests are the final assessment of whether or not they have are competent in certain skills. As you noted in your earlier posting it is also important to asesss as the skills are being learned.
I am a barber instructor. The most effective testing method that i use have the best luck with
is practical test.These kind of test get the students involved in the activity so they feel like they are learning some thing.
I have prepared several types of tests. I try to include all types of test questions. I prepare the students on the first day of class, that this is my format and style. Being a college student means learning about yourself. I feel that this is a great way to find out how students learn and what they have problems with, we can discuss after class. I feel this is a great way to introduce students to all types of test styles. I also introduce the students to public speaking. Many students have learned to come out of their shells when it comes to speaking. I give students format for the presentations like time, effort, reverance to material covered in class, and organization. What comes of this is a stronger bond between students and I feel better passing students on to the next course. If the future instructor is having difficulty, I give them the information I have learned. This way the student and instructor have open communication. The student learns how to overcome fears of different styles of testing.
Our program is designed as two separate components - lecture and skills (or clinicals). Successfully completion is based on satisfactory comprehension of both. Lectures are assessed by written test. Each written test contains several types of questions - multiple choice, T/F, matching, etc. The skills are tested by the student's ability to correctly demonstrate their understanding in a mock setting.
Are those tests used as a final assessment? Do you do any other sort of testing on say a weekly basis?
There are three test given in my institution . The first is basically showing if the student is capable of performing various services on the clinic floor haircuts, shaves, etc. The second is to asses how much the student as advanced since the begining. And the third is the most intense, it's used as a simulation of the state board test. In my profession repetition is everthing and if a student does'nt practice their trade often I can't see them being confident.
What sort of skill testing do you do at your school? Do you find that your students feel more confident about going into the workplace when they ahve already been able to demonstarte their skill level while still a student?
Playing a major role in the students progress is done with this approach.
i AGREE. wHEN A STUDENT COMPLETES A TEST OR A PROCEDURE AND IS CONFIDENT THAT THEY HAVE DONE IT CORRECTLY AND PASSED,THEY ARE ABLE TO CONTINUE WITH ANY PROCEDURE OR TEST WITH THE FEELING OF BEING ABLE TO TAKE ON ANY PROCEDURE OR TEST.
I AGTREE. WHEN A STUDENT TEST OUT AND IS ABLE TO COMPLETE A SKILL, THE STUDENT IS CONFIDENT AND SURE OF SKILL HE/SHE HAS COMPLETED THEY ARE TAUGHT TO THINK ABOUT THE PROCEDURE BEFORE COMPLETING IT AND TO MENTALLY LOOK BACK AT THE PROCEDURE TOSEE IF THEY HAVE PERFORMED IT WELL. THIS GIVES THEM TIME TO CHECK THEMSELVES BEFORE THE STATE THAT THEY HAVE COMPLETED THE PROCEDURE.
Unfortunately I teach in a company in which the cooporate headquarters create the majority of exams which are mostly multiple choice. We do have the students fill out surveys which include positive or negative feedback on the tests and instructors delivering the material. Also the instructors can give feedback to coorporate if they feel the questions are inappropriate to learning, and many times they will change them. We do have skill application tests including typing,compter application, and prescription processing and labeling , which pertain to the real world.
It's unfortunate that so many students put the grade before the skills. They don't understand that we're not trying to train good test takers (thanks K-12). I think we see that as often with older students as we do with those right out of high school because they feel they have something to prove to themselves or to someone else. I'd rather see somebody run a perfect EKG every time than someone who gets 100% on every test. That definitely has everything to do with attendance and practice, practice, practice.
Hi George,
Thank you for your comments about using the various testing formats. I agree with you concerning the assessment of skills. We in the career colleges are training our students for a specific skill area and we need to assess whether they have these skills. This form of assessment also helps us with employers because they know our students will be able to perform the tasks required at an industrial standard.
Gary
At our school we sometimes get very bright students who don't understand why attendance is considered in their grades. They want to come in and "ace" the test and get their "A". But your answer is so important - they need to practice and demonstrate the skills they will use in the workplace.
I try to encourage use of the pre-fabricated test banks (time savers) in a format that allows online testing for true/false, matching, and multiple-choice questions; but it is IMPERATIVE that every question be verified for its relationship to the material you covered in class. I also am a firm believer in hands-on skill application tests, and usually try to weigh them at least as heavily as the written exam if not more. I believe they validate workplace skills, where standardized testing is more of a validation of vocabulary and comprehension, but both parts are critical in verification of overall skill level attained throughout the course.
Grading assessments yourself if possible is a good idea because you have a better perspective of how each student has progressed.
