We primarily use the skills application tests each week on the material that was discussed and demonstrated in class. In order to compare everyone equally without bias, we use a rubrics to grade each students work on a predeteremined set criteria.
Since I teach Pastry, I use the product and procedures as well as definitions and base this decision on the type of format such as multiple choice ,matching or essay ect.
Since our field demands more "action" than "book knowledge" I use a lot of practical testing. Which gives me the best idea as to where the student is in their abilities.
HI Rufus - You have a very responsive approach to assessment - well done! Best wishes - Susan
I look at the course requirements and objectives to determine which format to employ. For the higher level courses, I use essay and short answer questions. Lower level courses are usually geared to introduce concepts and vocabulary. I use multiple choice with one or two short answer questions. I have found that these variations are the most effective in gauging how effective the students retained the information presented during the course. To determine if the test was an effective measure of the student’s progress, I compare it to the rest of the assessments I administered throughout the term. I, also, maintain a spreadsheet of the number of time each question is missed by class. If either of these indicates that a test/question is invalided, I reassess the test/question.
Rufus
Ford doesn't allow us to deviate from the tests they provide for the students.
Hi Edward- thanks for your post! I really like the way that in planning assessments you factor in how they will be applying the knowledge in the field. Practical assessments enable us to send really prepared students into the workplace. Excellent! Best wishes - Susan
Lecture then testing, folowed by hands on are all planned out in a step by step process. Verbal question used during hands on to reinforce lecture.
When deciding on test format I take into consideration the type of knowledge outcome desired from the class and the manner in which the students will need to apply that knowledge in the field. As for effectiveness, certainly student success on the exam is one criteria for determining effectiveness of the exam.
As i look at the curriculum and assess how it is to be approached then I can put together an introduction test to see where the students are. After the initial assessment I can then reexamine what materials need to be covered anfd how. After the period of the class then the student gets to show how much of the knowldege they retained and at what level which will also guide me in teaching for guturte classes or subject matter.
Our cooking practical exam is based on the skills they have learned in the course. We also compound that with a multiple choice test to go over a large amount of content.Expertise and knowledge are covered.
Carlos
Hi Earl - Developing your major exams incrementally by utilizing earlier smaller assessments is a great idea. It will ensure that the assessments reflect your instruction. Best wishes! Susan
In some of my classes I have a weekly open-book worksheet that is short answer based. By viewing how the students handle these, I proceed with developing midterm and final exams.
My tests will usually have multiple sections, each tailor-made to demonstrate different levels and kinds of knowledge...
I've always had a bit of a problem with T/F tests, for the reasons stated in this module (they're usually just too easy to fake your way through).
Completion, matching, short answer and essay. This way, even those students who haven't mastered the material to the level of synthesis can still do quite well on the facts-based sections. But those who have truly internalized the subject matter and can take it to the next level will really excel.
I have a personal bias against multiple choice and true/false.
I prefer to use short answer and essay, since my students must be able to recall, analyze, and communicate information in order to succeed in their careers.
HI Louis- Welcome to ED 103! You have it right- the sooner you write your test questions after the class , the better that assessment will relect what you have taught.Best wishes for continued success in your teaching career! Susan
Hi Patricia- Welcome to ED 103! I am happy that you have gained some useful information in this module. Dealing with students that have English as a second language adds another layer of difficulty. Best wishes for continued success in your teaching career! Susan
I agree very much on this. Feeling a sense of an accomplishment may encourage in the learning process.
I appreciated the review of the principles of assessment in the current course.
I am planning to change my assessment style based on the information. My course is designed to teach facts and principles that then lead to behavior change overall.
I try to give them many different questions overall to be fair to all learners. However, I might want to use a more fill in the blank and matching early on the quizzes to get facts learned, and then expect the comprehension on tests such as multiple choice to follow.
As in the module, my students complain about true false as tricky and then do not like fill in the blank because they do have to really know the material and the correct spelling. It is difficult since they are not science majors and many speak English as a second language.
I think behavior change comes when students understand the information and its effects on their health. Then they may be willing to change their behavior. This comes from over all comprehension and I think multiple choice questions probably get me there in the end better.
I really like the idea of writing the questions for the exam after giving the class. This really ensures that the questions reflect the material that was covered.
