Susan
I tend to look carefully at the course objectives when creating at the testing format. I am also aware of the different learning styles that occcur in a classroom and try to incorporate them into the testing format. Generally, I use multiple-choice, matching, completion, and short answer questions when assessing factual information. My essay questions always ask for specific information. I always discuss the tests (after everyone in the class has taken it) and have the students discuss good and poorly written questions. If several students have answered the question incorrectly, I have been known to throw the question out. Then after class I make notes to revise the test for future classes. Writing an effective test takes time and effort.
Dureing lab time if they can state why and how they do things a certain way you grt feed back.you can also see if everyone is missing the same questions or giveing the same answers.
Our test is multiple choice and it easy for students to acknowlege the test than giving them an essay.
Determining the effectiveness of testing formats is very important. You do not want to keep giving a test in a format that is setting the students up to fail. An instructor should always evaluate thier testing methods to help ensure the students success.
Hi Lawrence-Thanks for your post to the forum. As you mention, it is really important to keep track of how students are doing in assessments so that we can make the necessary adjustments either to the tests or our teaching. Best wishes for continued success in your teaching career. Susan
by using tests that require scantron testing and grading you can do an overall % of common questions missed by class and determine other methods of introducing material so that majority is learning the material
I use essay, short answer more often than multiple choice. I use them for formative as well as summative. Using this type of assessment makes it very easy to tell if a child is understanding the concepts and spending time making the needed connections that will allow them to generalize the concepts within their own lives. We also spend a good amount of time discussing in class. If I use a multiple quiz after these discussion I can tell by their choices if they are understanding the terms and vocabulary. Standardized testing is in multiple choice format and unfortunately the test creators don't follow some of the guidelines discussed in this workshop. For example, they will add a "trick" answer that will be close to the correct one but is incorrect because of one word or phrase, or they use the NEVER, ALWAYS, or EXCEPT in their stem questions and it makes the student suspect a trick. So we do practice taking multiple choice questions and help them to "get into the head" of the creator by looking at the context of the questions.
In our review of assessment during our team meetings we look for patterns or trends in the answers to see if there's confusion in a question....or if several missed the same question we determine if there was confusion in the delivery. Our goal is always for the kids to PASS....sometimes teachers create assessments for them to fail...as if that's some measurement of their rigor. But we attempt to create assessments that assess learning...but not so difficult that we are expecting them to fail. If several fail, we assume there's something wrong with our assessment, our delivery, or perhaps the child needs intervention.
according to the answers of the students and their responses about the test
I use many different testing formats when I test. Each test has a few True/False, multiple choice, matching, completion, and short answer. I think that testing this way will help me assess what each student has learned in the course.
Hi Justin - Your rationale for the assessments that you choose is quite appropriate. Susan
It really varies per class and course objectives. Some tests I will use multiple choice if it is a lower level test with mostly terminology building information. I may use case studies or application tests at the higher level courses to look for applied knowledge.
I use test to see how the class did as a whole and individually with the information that was given. Second on areas that weren't so hot I review and have question and answer time after each exam to bridge any gaps.
I let the students use notes on the written tests. When evaluating not only their knowledge I also assess their note taking skills.
By, Edwardo Mojena
I watch carefully the results from tests and how the students answer the essays, it will show me if what I’m doing actually works or i may need to change something.
I usually give a test at least twice (two different sections) in order to see if the grades are similiar. If there is a huge discrepancy, then I decide which changes to make.
Hi Patricia - Thanks for your post to the forum. Yes, we really are obligated to help the students who seem unable to keep up. As you mention it is ofteh the gen ed skills that are lacking. Best wishes for continued success in your teaching career. Susan
IF 90% of the class makes 85% on the test, I accept the level of mastery. However, if any one single student, continues to fall short, I know there is tutoring, general ed skills needed to bring this student to an acceptable level.
Hi Greg - Thanks for your post to the forum. Yes, that would definitely indicate a problem with a specific question. This, of course, is why it is so important for us to constantly review our assessments. Best wishes - Susan
Usually the grades are indicative of a poorly written test, particularly if several students give an incorrect answer to the same question. It's really indicative if the same incorrect answer is given to to same question (or else they're cheating poorly!)
The class average score on the test is a good indicator of the effectiveness of the quiz. Too high or too low of a class average indicates the test is not effective or the material was not covered effectively. I like to see an average in the mid to high 80% range.
