Hi Dale- Thanks for your post to the forum. I agree, questions must be relevant to what students need to know. Best wishes for continued success in your teaching career. Susan
Test questions must be relevant, have importance in usefull application (to the content/course objective), pose as a challenge and as desireable to the student. I.E, "why do i want to know this".
Hi Joseph - I like the T.T.R. idea! Thanks for sharing. Susan
Hi, actually, the way I select the content of the test is based on my lectures and what I tell them is important for their continuing education in the field. Because there is so much "good" information in the book, how does a student filter all the verbiage? How do they determine what is relevant and pertinent vs. just superfluous information? I refer to the information to remember as "T.T.R.". Which means "things to remember." Then the students hi-lite that information the "T.T.R" in the book and then I either test them as an essay, completion, or T/F. It just depends on the students themselves and how I've assessed their learning and information retention skills.
Hi Carolyn - Thanks for your post to the forum. I also believe that cumulative final exams are important to be certain that students leave my classes having achieved competency with the objectives. Best wishes for continued success in your teaching career. Susan
Content should be selected from within learning objectives, but not all content can always be tested. Some instructors try to write "tricky" exams by asking more obscure questions; I believe that while all of the information under the objectives is important, some is more critical to central knowledge and should be a priority in an exam.
Related to this, I wonder how others feel about cumulative final exams. I feel as though it's important for a student to retain all of the information, not just the materials covered since the last exam. Does anyone disagree?
I think of this way: if my doctor only remembered material from his/her final semester of medical school, I'd have very little confidence in them!
Hi Karen - Thanks for your post to the forum. Tracking test question results is very good practice. Best wishes for continued success in your teaching career. Susan
For every class, I do track what test questions are most commonly missed. Did I deliver the material correctly/what was the misunderstanding/what changes in the assessment must be addressed?
HI Diana - Thanks for your post to the forum. Over my 30+ years in education, I have too often encountered faculty who have the opposite mind-set - "Find out what students DON'T know". Best wishes for continued success in your teaching career. Susan
I gear tests based on the most recent information delivered as well as a short review of past learning. I use tests to help reinforce to the students what they know. I want studentd to walk away from a quiz feeling accomplished instead of feeling overwhelmed and distraught.
Hi Galen - What classes do you teach? I will see if I can come up with some suggestions for you. Best wishes for continued success in your teaching career. Susan
Most of my classes require a large amount of memorization. Once enough information has been achieved, the student must apply this knowledge. However, this application usually takes place in later classes. What methods might I use to incorporate application into the initial courses?
Hi Amie- Thanks for your post to the forum. I often look at test banks that have a lot of the sort of random, basically insignificant questions that you mention. Very poor choices to effectively assess what we are teaching! Best wishes for continued success in your teaching career. Susan
Measure the objectives!!! As a student, I was most frustrated by a test when it would pick out some minute detail that had nothing to do with whether or not I learned the subject matter. If you create assessments that are directly correlated to the objectives, the students will not be frustrated and the instructor will know if the students learned the course material.
The challenge is to be consistent. What should be tested is what should be covered in the classroom. Sometimes, when I build a test, I find that I get "offtrack" and will write some questions about material that I did not cover. I try not to do this.
Hi Sarah - thanks for your post to the forum. As you mention, we need to always review every single question taken from standardized tests/banks to be sure that they reflect what was taught in our classes. Best wishes for continued success in your teaching career. Susan
Based on the level of complexity I test at a easy, moderate and difficult level within the same test to determine the level of study of each student.
I agree that the objectives should be met and the testing should be based on the objectives identified and discussed. It is important to make sure your test is accurate with what was discussed. Sometimes tests that are standardized include additional information that was not covered or wasnt part of the objective given at the beginning of the course and students feel it is unfair. If you are covering the topic and ensuring along the way through discussion and quizzes, Q&A, assignments, etc. your students shouldnt have a problem feeling confident completing examinations.
The test content should come from the objective of what should directly reflect the material being taught to every student. And not something they don't know any thing about.
I use multiply choice test and essay questions, I switch my test it keeps students on their toes.
I do not want the students to try to firgure out a pattern.I use a mix because the students will have to study.
