While adhering to the objectives of the course, my test material is principally derived from the information communicated in the lectures. Lecture material can sometimes meander a bit depending on student participation. As such, I use a highlighter on my notes after each lecture to denote the areas of emphasis. These are then captured on the test.
When selecting questions from a test bank the content must be something that has been taught and an objective of the course. Some test bank questions do not follow the recomendations mentioned in the training so need to be modified or discarded.
The criteria for selecting testing format depends on, not just the instructor, but the students. As mentioned in the course, each one of us are individuals. We learn differently. Therefore, testing should include a variety of questions that will benefit each student's way of learning.
I typically review my notes from class presentations and discussions and mix questions from what they readily knew along with questions from what they had trouble with. The easy questions allow review and building points while the questions from what they had problems with allow verification the material has been retained.
As the semester progresses will add questions from the previously covered and tested material that they had difficulty with and we reviewed to ensure that the material is reinforced and has been mastered.
Yes Susan, you are correct we have to make sure we are not teaching to the text book and just testing over that information. Some of the information may not all be relevant to what is going on in your class, so check to make sure is a good practice.
When selecting a test content always understand what you are looking for in the test results. A lot of my students have to prove a lot of hand on activities to be considered efficient. So my test on the written is a little more essay type of writing what is expected, and then putting it into practice.
It should reflect the course objectives set forth according to the syllabus.
The testing content should always match the course objectives. It serves as an excellent check list when reviewing the objectives with the students at the end of the course.
Hi Marie, Good rationale for your assessment choices! Best wishes - Susan
Susan Polick
For math, i get a baseline for where students are at. there is always a huge range and i create tests that will challenge the average student because the competent ones will ace anything and the struggling ones will fail even the easiest test. i assign a lot of math homework so the students are doing the easiest as well as the hardest problems. my test items come only from the "easy", ie, straightforward application of the concepts. if they suffer through the hard homework problems without giving up, they will handle the test well.
For psych, i use essay tests and assignments instead of multiple choice because i feel it is better for vet techs to apply the concepts to themselves and their future customers (pet owners and pets) then to regurgitate terminology.
The exam should include questions that test every significant part of the class.
The number of questions on a particular topic should be proportionate to that topic's importance and the amount of time spent on it in class.
When you are selecting testing content, you want the questions to reflect the main points of information that have been covered in class. Doing this will show if the students have been following the material, and if they understand what was covered. After grading the tests, the students will know what they need to review.
Course objectives,material covered, students ability to apply the content covered, etc.
Content selection should be based on the content outline in the goals and objectives.
Hi Albert, Clearly, your assessments reflect what you are teaching - something that we should all strive for! Best wishes for continued success in your teaching career. Susan
Susan Polick
The criteria should be based on what the students have learned in the course! At my school we have computer administered multiple choice tests for the students at the completion of every module. I develop the questions that will be answered. My goal is to always assess what they have learned in the module by asking questions directly related to what the lectures and labs were instructing them on.
The school also has practical skill exams that are developed by the instructors of the course being tested. In these my objective is again to test the students in the practical things I have instructed them on. If I show them in class how to perform a specific task, they are going to be be tested on their ability to get that task done, guaranteed.
I select criteria that are the main topics of discussion in our classroom, and also the main points of a variety of other topics found within each chapter. We turn what learn in the books, and what this means in "the real world" of healthcare and how it's implications are important in what we do.
Criteria should be dictated by the course content and the importance of that material to their future job. I find that my students need to know basic medical knowledge rather than specific information. Therefore I try to give them generalized information about organ systems rather than specifics of one particular area. My tests are also structured to overviews of material and content rather than specifics of any one catagory.
The content should be based on the material covered in class and the objectives of the class. It is important to make sure the students understand what they are going to be tested on and to make sure they have received the material before they are tested on it.
Course objectives and real world application are the two criteria that should be used when deveolping testing coontent.
