I use all the type questions on the first few quizes of the semester then observe the results. I will add a question to one of the first two quizes as to which type questions they prefer and based on the responses and observed results of the quiz questions make my decisions.
I agree with Don's comment, especially in light of the module's focus on guiding multiple choice questions away from simple recall and more toward integrating knowledge. Although I do maintain a few definitions within my multiple choice question section, students are told in advance that challenging questions appear as "Application Questions" (literally, they're titled this way) on the assessment. I feel this allows them to more easily recognize which questions are expected to demand more time in answering, and which may require more than just one step to answer. This way, the 'knowledge of several things related to the question' Don mentions is a part of the more difficult multiple-choice question style.
We use multiple choice testing in most of our classes due to the information that we are presenting. I use paper tests which allows the student to write out solutions to the questions provided. This also allow me the oppurtunity to review the answers from all students looking for trends in questions and answers. This gives me feedback to how I have taught the module, it also allows me to revisit and clarify information that was not clear to students. This allows for a better learning experience for the students.
Hi Ernest, Yes, we all need to regularly review our assessments to determine if they are effective and/or what we need to change in our instruction. Susan
Susan Polick
I often will try to do some "statistics" on students answers to determine which questions students are getting right and which ones they are getting wrong. I sm particularly interested in those where a large portion of the students get the question wrong. What this tells me is that either my question is worded poorly, I "missed the boat" in presenting the information or the students, for whatever reasons, were unable to grasp the material as it was presented.
I have found that some of the spreadsheets have statistics "modules" that work fairly well to analyze some types of data.
I ask student for feedback. I actually have an open discussion and ask for honest feedback (negative an postiive) I also take a look at how well or poorly students do on my tests. If the entire class struggles with a test, I know I should probably take a look at the format.
Hi Pam, Good luck! I think you will find that you can get some really great questions to use if you prepare some in advance. Best wishes for continued success in your teaching career. Susan
Susan Polick
I have not written questions before a lesson. This idea has intrigued my and I plan on giving it a try before my next lecture. I usualy make up a question on the spot. I will report back after trying this formula out.
Hi Roy, Thanks for your post to the forum. Your assessment choices for each program make great sense. Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Paul, Our Electrical Instructors feel the same way. Thank goodness we have you folks to depend on! Susan
Susan Polick
It depends on the type of class I am teaching. Since I teach two types of classes, i.e. one that is skill based and one that's goal is a Cert., I have to use two types of test fromats. Both are very different. So one is more subjective than the other.
I teach electrical to our students. I have over 30years experiance. I teach the students their knowledge and/or skills. I get them involved in how to install, why they are installing, and I praze them if they are doing it right. If they are not, I show them again and again. I work real hard to make sure they work safe. (Safety First-always)...
Hi Megan, Thanks for a great synopsis of how to determine if your assessment has been effective! Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Debra, Thanks for sharing your well formulated assessment strategies! Best wishes for continued success in your teaching career. Susan
Susan Polick
By comparing your course objectives to your test results, you should be able to determine the level of effectiveness of your testing format. In fact, your test should reflect your course objectives, therefore by looking at them in comparison with your test results, you should be able to determine whether or not the test format was effective. If the majority of the class does poorly, than either you didn't get the information across to begin with or the test format was an inaccurate format to assess comprehension. If the class does well, than the student clearly knows the information and/or the test format was the correct one to use.
I use the course objectives in developing my classroom presentations. I then use my class presentation notes and use them to develop the test.
I learned from poor test grades that essay questions were not an effective type of testing since many are learning English as a second language. Even though I thought that my essay question was clear, included material that we had discussed many times in class, and was not too difficult, I did not get a majority of the students to answer it fully and correctly.
I use skill application testing more and more to assess my student's knowledge and skills. It is easy for me to determine my student's needs using that format. It is also easy for them to quickly assess and even articulate their needs. As a nurse who is somewhat of a parent-figure to my students, skill application testing gives me an opportunity to be collegial and nurturing with my students when I give them constructive comments, which fits my style of teaching well.
by testing the students in several ways not only one all the time.
Hi Nancy, Thanks for your posts to the forum. You have a great rationale for your assessment choices! Best wishes for continued success in your teaching career. Susan
Susan Polick
If possible, I like to use a scantron for the majority questions of a test and chapter study guides. The remaining part of the test/study guides usually consists of a few short answer or listing questions. The beauty of the scantron is that after scoring, I print the results of the material which indicates all of the questions and how the students scored. When I see that a majority of the students missed a particular question, I know that they did not fully understand the question and therefore, can gear my review on that material. I like to make my tests a combination of multiple choice, true/false and short answer. I have in the past also used matching of terms/definitions; however, after careful review of those tests, I concluded that this was the section where most of the points were deducted. I usually gave the terms/definitions as a homework assignment and the students scored well, but have not altered my assignments to include the terms/defitions in the multiple choice or true/false questions and have noticed an improvement in test scores. Even though the students completed the homework vocabulary assignment correctly, they did not seem to be able to transfer that information to the matching part a test. In keyboarding class, I use a combination of skill assessment and written test questions. I believe that test formats should be geared to the various courses.
I also like to compare test results from quarter to quarter.
Hi Stacey, I also preferred Essay as a student but find that the majority of my students do not. Still, as you mention, there are some that demonstrate their competency best through essay. Have a wonderful holiday! Susan
Susan Polick
