I determine how effective the type of test format was by the grades earned (including the bell graph concept), how long it takes to take the test, and the questions asked by the student at the beginning of the test and during the test. If the majority of the grades are failing or C's then I know there is a problem with my test, my test material delivery or understanding, and maybe even the class review was substandard. If the students take too long to complete a certain area of the test, it may imply the data was not covered completely. If the majority of the students miss the same question, I through the question out as I am not trying to trick my students. I want the test to evaluate what they know, not frustrate them about what they don't know.
I don't have a favorite between objective and subjective tests, but know it is easier to grade objective tests. You have to realize quickly that the number of words in the essay do not necessarily impact the value of the answer. I think more importantly the tests need to be valid and reliable.
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
On most of my tests there are key questions. If those students whom I consider my "best" are having trouble, I rethink the way in which I present that question. I also monitor the grades on specific tests for the class as a whole to help me decide if the test was poor or my presentation of the material.
I tend to watch for a trend from one class to another. I look for the bell curve and then adjust accordingly.
Hi Diana - Thanks for your post to the forum. I'm glad that you have gotten some useful information from this class. You are doing a very good job at evaluating and revising your assessments! Best wishes for continued success in your teaching career. Susan
I'm a new teacher. I use some old tests as a reference point. I can see what I'm doing wrong in my test design when I'm grading depending on the answers I receive. I maintain an open forum and get student feedback on test design. I can see when I've vaguely worded a question or when questions and answers are unclear. I use a variety of formats that best allows students to transfer what they've learned onto the exam so I can assess their knowledge. It's all new learning for me. This module helped a great deal but my students are the best teachers.
Hello Susan,
I look for positive results by the majority of students. If that's not the case I try to determine if I failed the teaching or testing process.
Johnny
My test are set up to determine their skills in finding the answers. They may not need to memorize everything in the book, but must be able to navigate to the correct information when needed. At some point in their career's they will know somethings because they have looked them up a number of times. I also use projects to test their knowledge.
Test are mostly multiple choice, project are more written documents.
Hi Maria- Thanks for your post to the forum. It's interesting how so many students think that they have done poorly on tests when, in fact, they have done well! Best wishes for continued success in your teaching career. Susan
I ask the students how they thought they did on the test before it is graded and then what they thought of it after grading.
Sandy: I agree. I do the exact same thing. If all the students miss a question, it usually means something is wrong with the question or the answers are too similar.
By the scores the students receive! If a test is too hard, then the grades are low. If they do better on the short answer then on the multiple choice, then you can see whether it is memorization that they have the problem with or application.
Thank you for the excellent idea to watch and to listen to comments of stronger students. I have seen this work both ways--with ineffective assessments and with effective ones. Strong students can spot flaws in tests, including standardized tests, but the timing of completion can reinforce the quality of effective ones as well.
Hi Merlita - Thanks for your post to the forum. You mention the important point - consistancy! We have to regularly assess how are students are doing rather than waiting for the mid-term or final exam. Best wishes for continued success in your teaching career. Susan
I believe it's important to consistently assess where students are in their understanding of subject matter. Everyone learns at a different pace, a variety of examples and senarios may have to be presented. With on the spot reminders and class participation in understandings will lead to positive turn out at the formal evaluation time.
If the you have correctly constructed an evaluation it will be obvious by the students achievment during their demonstration.
The instructor should take the same type of evaluation and also "Test" other subject matter experts to validate the examination does enable the students to demonstrate knowledge and/or skills.
The instructor also needs to continually evaluate/validate their testing material.
I check each classes scores to see a pattern in missed questions, and then modify the format to hopefully bring greater success.
I believe that if you give the test and everyone passes the test you can then it should let you know what the students do know and helps to build there confidence.
Hi Renee-Thanks for your post to the forum. Being diligent about reviewing our tests is so important. A test is only effective if it assesses what we want it to and the results are valid and reliable. Best wishes for continued success in your teaching career. Susan
I feel that it is vital to look at the test results. You need to analyze your questions to determine which ones worked and which did not. Re-phrasing and retooling questions allow for more effective testing/analysis in the future.
Lori
