When I was an English major, ALL of my exams were essay. They were brutal. I would take a four hour final exam and write until my hand was about to fall off. Where I currently work, as far as I know, all of our tests are true/false, multiple choice, and practical assessments. I personally give multiple choice tests because I believe in what the forum stated: that multiple choice tests are good for testing a wide variety of information. I also typically have a lot of students, and the grading goes fairly quickly with a multiple choice test. I used to give some short answer testing, but I found such a wide range of answers -- that quite often led to arguments when I marked them wrong -- that I quickly determined that the short answers were not working.
It varies with the course content and material.
always want to encompass the material completely
Hi Kevin - You have a very comprehensive strategy for assessment! Best wishes- Susan
I try to mix and match with my tests so that I can see which way students test most effecively. It helps me learn more about my students and how best to asses them on a class by class basis.
I like to use a variety of formats on a test True and False as long as it is the smallest part. Matching when vocabulary or factual information is needed. and Short answer. I will also have a short essay question to show higher level learning. I also revise my test as I go along if I find my class struggling with a certain group of questions I will review these questions for validity and rewrite them if needed.
size of class and type of subject
It depends on the level of learning required. I stay at the knowledge, comprehension and application levels of learning. I use written exams for the first two and practical application exercises for application. I either use the cognitive domain or the Psychomotor domain for learning based on Bloom's Taxonomy. I through a little affective domain in there as well!!
Wow Harris - What a comprehensive assessment strategy you have! You are also teaching your students how to best take tests such as the certification exam - excellent! Best wishes - Susan
I teach a pharmacy class so most of the test I create are designed to improve the students memorization of terms, abbreviations, conversions, and brand and generic drugs. Therefore, the majority of the test and quizzes I give are matching and multiple choice. Whenever I am covering more indepth subjects such as pharmacology or sterile preparation I might involve fill in the blank or completion type testing as the terminology is important in these subjects. I also take into consideration that there certification exam is a multiple choice exam so I also teach testing techniques. Process of elimination is a key component to understanding how to take multiple choice test so I use leading and probing questions during lecture to improve upon this concept
I use a variety of testing formats so that a broader understanding of class material. Some T/F, some multiple choice, short answer, brief essay and presentation skills. Using this variety makes the test more interesting for students and gives the instructor a clear picture of student comprehension.
We use the testbanks created by the book publishers but, customize them for the course and the level of content covered. I also throw in a few questions specific to topics we discussed in class. I try not to use only one format because that will limit the success of the result. I want to capture each student's style and evaluate their retention.
we use matching,multiple choice,True/False
it test the accurate information the student as about the concepts.
the shoert notes allows student to write about the topic mentioning various points briefly.
essay are used tro allow student express the views about the topic annd how the student came to the conclusion by describing the concept by use of writing skills and expressive presentaion of the concept
Do to educational level of the classes taught, I primarily use essay questions to measure their overall knowledge. To keep the students motivated on their progress I may use a variety of formats like multiple choice, T/F, Matching, and short answers.
Hi Thomas- Thanks for your post to the foum. You are doing a great job of tailoring your assessments to objectives! Best wishes for continued success in your teaching career. Susan
Testing formats and their use is dictated by the level of skills diagnosed of my class at the start. Then as the materials are presented, a formative format is directed by the accepted curriculum and outlined by the syllabus. Additional methods of test selection rely on the skills being tested, the various course objectives to be met, and the skill set under consideration at the time. However, the constant evaluation of the student learning curve is seen with many lab and other hands on classes where discussion, identification and comparison of dissections, and other lab assignments leads to a broader understanding of the course objectives and the concepts in general.
I use multiple choice, true/false, and matching in my word processing tests for the "paper" portion of the test.
I give fill in the blank exams. during class I ask various questions and those usually are the questions that appear on the exam.
HI Paul- Thanks for your post to the forum. Your assessments are entirely appropriate for your educational program. Best wishes for continued success in your teaching career. Susan
Hi Francis - Thanks for your post to the forum. You are doing an excellent job of "taking the pulse" of your students! As you mention it is really important to be able to adapt our teaching/assessment to the needs of our students.
Best wishes for continued success in your teaching career. Susan
For me it depends on a couple of different things. I look at the material we have been covering. I also look at the level of comprehension I expect and need from the students at a particular time (the beginning, middle or end of class). I am not a believer in a "on size fits all" type of test. I recognize that every class is different and that they may need something different from me.
