Writing good tests is an artform. I try to be straightforward and test on the important points covered.
When I choose a test format, I look at the material that I am testing. Certain material presents itself in various ways. For example, I give vocabulary tests every week. To ensure the students knowledge of the vocabulary--not just a spelling test--I have the students match the new word with the correct definition. I then give a fill in the blank sentence and a word bank. The trick is, students need to make sure that they are using the correct form of the word--plural, tense, person, etc. This ensures mastery of the word and true vocabulary building.
When I determine how effective my tests are, I look at the scores and ask the students for feedback.
The proof is in the pudding. For a culinary education a practical assessment continues to be the most effective tool for demonstrating knowledge. True a student maybe able to verbalize and understand a cooking technique; however they must also demonstrate it to be successful.
My students take practical exam; this tests some of the different items that they have made in class. They also take a written exam to make sure that they understand the theory that we have gone over in class.
Hi Landon - You have a very comprehensive approach to assessment. Great work! Best wishes - Susan
HI LE- Regularly reviewing your assessments is so necessary and is the mark of a good instructor! Best wishes- Susan
I typically try to match the format of the test to the type of subject taught. For most academic classes I utilize a combination of Essay and Multiple Choice tests. I guage the effectiveness of the testing by looking at the mean scores and the standard deviation of scores. A large standard deviation shows that understanding of the subject was inconsistent, while tight groupings show a consistent understanding. Then I look at the questions missed by the students and try to understand if there is a common component where I need to rework my training plans.
First: any assessment starts with a check on the terminal course objectives. The assessment needs to address the objectives of the course, which sometime can delimit the assessment approach for the instructor.
To the question at hand: Testing format.
1. I look at the terminal course objectives, they offer an informative view at what the learner needs to be able to accomplish upon mastery of the course.
2. I reverse map the objective to what it would take to accomplish the task (TCO).
3. I place the assessment across the major learning styles, weighted equally ( V: Visual A: Auditory K: Kinesthetic ).
4. Effectiveness: I look at learner performance, did they accomplish the terminal course objective, and to what degree?
Could they perform the task in an work environment?
I use a variety of test questions - both subjective and objective. I also give a practical or skill application exam as part of a student's final exam. I think it is important to have a variety to test a student's knowledge on all levels.
Hi John - Welcome to ED 103! I like your idea of letting students use the rubric to grade professional speakers. By learning what makes those folks good speakers they learn how to use those techniques themselves. Best wishes- Susan
Hi Terry - You bring up ma good point- students should be made aware of expectations from the start. I also make sure that my students have the grading rubric in advance of every paper, project etc. Best wishes - Susan
Hi Ty - You describe a comprehensive approach to assessment - terrific! Susan
The criteria that I use is a combination. I use multiple choice for quizzes, along with match the terminologies of the information of the class I teach. I also present the students with a case study problem that they write an essay abouit using critical thinking skills.
I use a combination of the tests. I use matching for terminology, true/false for statements and multiple choice for quizzes.
I also have the students write one critical thinking essay on creating solutions to an industry case study scenario.
A variety of assement items have to be used tests, reasearch papers, participation, projects, etc. On day one of the course lay the groundwork for the class so they know how and what to preppare so they can be successful in the class
Teaching Speech, I like to let students use the grading criteria to grade professional speakers, so they have an idea of what to prepare for when they speak.
Hi Van - Students so often are anxious in testing situations, your efforts to review must alleviate that anxiety and give you a clearer picture of what they have learned. Best wishes - Susan
I my classes I have a variety of testing needs. I have use many multiple choice/true false tests to test acquired knowledge. I also have practical tests to assess behaviors. I always review with the students as to what the expectations are for both tests-I'm not trying to surprise them, rather want to be sure they have acquired the requisite knowledge and skills necessary to advance.
Hi Betsy - that is really a challenging class! You are doing a great job at keeping it manageable. Best wishes- Susan
I teach an accelerated course that go 5 days a week for three weeks that incorporates a large volume of information. I use a variety of True/False questions, Matching, Short Answer and Multiple Choice, because it works the best testing all the different aspects of the course.
I have also modified the standardized tests that the class textbooks recommend, tailoring the tests to the individual class progress. I plan prior to teaching the segment, and then modify as needed.
It is a constant challenge to make sure that all students are grasping the information and assimilating it. Having quizzes at the end of each teaching segment (every 3 days) and using a variety of these testing techniques seems to help.
