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I also think that extra credit is a good "pick me up" tool for the students because if they didnt do so well on certain questions they have a chance to get those points.

I too like scheduled exams and use a variety of exams...True/False, Multiple Choice as well as Essay for the Final in an English class. I also add extra quizes to see if they have mastery in the information needed as well as small group work to give direct feedback to each other regarding their essay.

I teach many medical classes and it depends on the class. A skill such as venipunture is definately "hands on" testing. Medical terminology testing is done with matching and completion.

Hi Leslie, Thanks for your post to the forum. Your assessment choices, since they mirror the certification exams, are entirely appropriate. Best wishes for continued success in your teaching career. Susan

Susan Polick

It depends on the subject or topic I am teaching. If it's more theoretical I use the more conventional true/false, multiple choice and matching type tests. In physiology or pathology I use the short-answer questions for them to explain briefly some particular process occurring in the body system. In lab courses I use skill check-offs to evaluate their knowledge of particular procedures.

All programs I instruct in require a state certification exam. In massage therapy, the exam requires knowledge of body systems and detailed knowledge of anatomy, physiology, kinesiology, and pathology. The objectives for each of the courses we teach are tailored to meet the requirements of the state regulatory board. The certification exams are composed entirely of multiple-choice questions so, that is generally the format that I use. I try to simulate questions that will be similar to what the student will encounter on the state exam.

As an automotive school, I need to know that the classroom material is effective in helping the students perform the actual skilled tasks. I use quizzes or axams that require both factual recall as well as tactile functions.

i use multiple choice and hand on test

Measurement along the way should be short and often. Evaluations at the end of the course need to be reflective and meangingful. There, I use a written paper or short answer approach for the entire class. If a skill set is the outcome of the course, one-on-one evaluations are done. The drawback of these is they are time intensive, but there is nothing better.

In my lecture classes I I use multiple choice and matching. I make sure I review the exams each term and evaluate content. For lab I like to use skill testing by having them perform the medical scans.

Hi Tracy, Your assessment choice startegy is very comprehensive - well done! Susan

Susan Polick

The criteria, which are used for selecting testing formats, are not always an easy task to accomplish. This criteria selection will be based on the course type, type of students, the outcome of the course (learning objectives), and the length of the course. Various testing formats may be incorporated within the same test, as this can cater to various learning styles and needs. Diversifying question types, can promote the motivation for studying not just to succeed on the exam, but to foster studying for the sake of learning, as well.

-Tracy

I love Fill in the blansk without a word bank because it makes the students draw on their knowledge.

The criteria I use for selecting testing formats in my case is a comprehensive approach since one cannot test one's writing ability by true/false type format.

Dr. Kim

I agree with you completely. I like to put numbers on the skeleton and have them identify the numbers, that way they can see it in the body and not just an individual bone. I also agree about T/F questions!!

I test in written and practical applications. This helps the students apply thier knowledge of the material in a variety of ways. Not all of these variations may be first choice for every student, but it helps me as an instructor to identify where the students are missing the material.

It always vary but it will depend largely on specifity,factual dates,interpretation,overview,and objectivity of the subjects.

I generally make up my own exams, and I tend to revise them term by term. Each class/term is different and I try to gear them towards each class. I do however, stick to the terms/objectives of the syllabus.

Hi Cynthia, Thanks for your post to the forum. I teach the same classes as you do. I'm glad you got some useful info from this course! Best wishes for continued success in your teaching career. Susan

Susan Polick

Same here, Phillip. Critical thinking skills (synthesis, evaluation, problem solving, etc) can be measured in writing assignments when the "topic" requires higher level thinking. Yes, subjective, but part of the testing is objective (e.g. citation formatting, grammar/mechanics).

The only time I have used multiple choice or completion tests is in non-graded classroom assessment to test prior knowledge and understanding of specific skills at the beginning of a unit (e.g. can students properly cite a source? Do they know the difference between a scholarly source vs. a popular source? Do they know the difference between persuasion vs. informative writing?)

Cynthia

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