Hi David, Thanks for your post to the forum. You are using a good mix of assessment options. Best wishes for continued success in your teaching career.
Susan Polick
As a law teacher, I don't like memorization type tests. To me they provide no feedback regarding whether the student can apply the concepts to real factual situations. My tests are generally multiple choice and true/false, some short answers or essays, that give a factual scenario and ask a question of the student that shows whether he or she understood the material.
I usually have multiple choice questions from test banks from the textbooks that are approved by the school. I also give them a written essay type test on a case study to see if they can critically think and problem solve. The criteria I use is based on the material covered on their board exams.
I always like using a diagnostic test to determine the student’s knowledge level at the beginning of the course as well as to provide feedback on how well the students learned the material, or how well I presented the material. I am less interested in how well the students learned the specifics of the instruction, but much more interested in how well the students learned to overall concepts and application of the subject matter. I therefore tend to rely on essay questions and/or end of course term papers. To check on the progress student are making, I incorporate a student led discussion style which forces each student to lead the discussion on the topics they were assigned to read and study prior to getting to class.
I use our schools test generator.
I give a combination of formats as to make sure the students are getting/understanding the content. I use multiple choice, true/false and fill in the blank.
Utilizing the kinesthetic method of testing is a good way to determine the students ability to apply what the have learned. I do find some student experience more anxiety.
The testing format I use is based on the type of knowledge I want to see it the student has learned.
Hi Stephen, Thanks for sharing a comprehensive base for a rubric!
Susan Polick
I teach anatomy and physiology and medical terminology, so objective testing is the best option. I like to use a variety of objective questions, including multiple choice, completion, matching, and some t/f (though they are my least favorite type of question)
I try to include some variety and to adjust to the type that can best assess the transference of knowledge and the application.
My speech classes are performance based. I use worksheets as a foundation to gain subject matter vocabulary skills. I used two major evaluation tools; development of outline and speech evaluation form completed by instructor and students.
Outline criteria:
Main points in a speech should be:
• separate and distinct,
• should have parallel wording and
• balance amount of time devoted to each main point
An outline helps a speaker
• see the full scope and content of the speech at a glance
• help create a coherent structure for the speech
• see if each part of the speech is fully developed
Speech Evaluation
INTRODUCTION + √ -
• Gained attention and interest of the audience
• Extremely clever and presented with originality
• Strong preview of the body of speech
• Smooth transition to body of speech
BODY/CONTENT –Organization + √ -
• Extremely organized; format easy to follow
• Had clear strong thesis statement
• Main points of speech clearly separate from one another with well planned transitions
• Research evident -Main points fully supported
BODY/CONTENT- Rhetorical Devices + √ -
• Used examples to clarify, reinforce, personalize ideas
• Used connectives to move from one main point to another
• Language clear/accurate Used rhetoric devices
CONCLUSION + √ -
• Signaled speech is coming to an end
• Original ending that reinforces the purpose of speech
DELIVERY + √ -
• Excellent eye contact
• Enthusiastic delivery; clear articulation; proper volume
• Was confident, poised with natural movement
VISUAL AIDS + √ -
• No more than 15 words on a slide/3 words per bullet
• Visual aids were colorful, clear and powerful
I look at the content of the information and also the students taking the test to determine format. However, I usually try to use a combination of open ended, multiple choice and essay.
I utilize the standard testing format provided by the school.
Hi Frantz, I like your idea of incorporating completion into a group question setting.
Susan Polick
My students are so use to multiple choice that I feel it has become a crutch. I would prefer to sometimes use completion tests. When I tried it once the students complained to the director because they failed. I would like to find a way to ease them into other types of tests without them freaking out. Perhaps I'll try a question/answer session with the whole class trying to fill in the blanks? Any suggestions?
I like to do the same because so I can reach everyone
as a welding instructor ,we can't use normal testing formats. our testing is done in a welding booth visually.
Our students have to pass a Standardized State Test in order to become licensed in our field. This test is Multiple Choice. Because of this, we often use Multiple choice questions to make sure the student is comfortable with the format. However, I do not believe this is the best way to assess knowledge and often add short answer or essay questions to the end of my tests to ensure the students processes the information. Lab classes usually have a combination of written and Skill assessment tests
I use matching for testing lists of facts such as dates in history.
