Level of course? Learning Objectives identified in the course? Learning Outcomes identified within the course curriculum? Level of knowledge and skills attainment targeted.
A thoughtful process should be applied to "what it is you are trying to do" in your course? Targeting an appropriate test type to "fit" the needs you pre-identified in curriculum development will utlimately prove effective. Yes, the testing instrument may need tweaking, but a thoughtful testing application is preferred over an inappropriate or ineffective testing application to the need.
I like the multiple choice format because I get to put a wide variety of materials on the test. Also an objective test is what i pefer, such as a mix of matching, true/false, fill in blank, and essay to give students a variety of ways to answer questions.
When selecting testing formats I consider the level of learning that was indicated in the lesson objectives, the type of information to be assessed (process, concept, etc.), the number of students in the class, and the amount of time alloted for taking and scoring the tests.
Yes I agree depending on the class taught. Massage therapy is very hands on and skill applications is about 80%.
The criteria usd for selecting the testing format include the type of class and the objectives of the course. A class may require testing of skills or recalling answer.
My methods of testing formats depend on the student body. I prefer multiple choice and true and false because these types can assess the student better.
I try to make up my own exam depending on the flow of the class and how fast they absorb the information
Hi William - Thanks for your post to the forum. Your assessment choices are very impressive! Best wishes for continued success in your teaching career. Susan
The most important criteria in selecting a testing format for the classroom portion of the course is linked to the credentialing examinations that the students will eventually take. Not only will their future employment opportunities be affected but the school's "outcomes" as defined by the accrediting organization are also a factor. Those exams are entirely formatted as multiple choice questions. The course I just completed was very helpful in enumerating what not to do in constructing multiple choice questions.
Because students must demonstrate their ability to perform patient examinations in the lab, skills testing is an essential part of the learning process. Generally, each organ system is taught at a different time. They are provided standardized protocols. The protocol is demonstrated at the outset by the instructor. Students pair-off and scan each other while proctors monitor their progress, correct, praise, demonstrate again, over a period of several weeks. At the end, the final exam is timed and images are recorded. The students are graded on completeness and image quality.
As part of the review course at the end of their tenure, because the students will be required to give oral reports to clinical instructors and/or physicians, I require brief oral reports on assigned examination questions related to images, not only informing the class as to why they chose the correct answer but also why the other answers were incorrect. They must also identify the anatomy in the images.
Hi Serena- Thanks for your post to the forum. Great choices of assessments, especially to prepare your students for the certification tests they will be taking. Best wishes for continued success in your teaching career. Susan
Hi Robert - Thanks for your post to the forum. Preparing students for the certification exams that they must take is so important! Best wishes for continued success in your teaching career. Susan
I dislike T/F due to student's inpretation of the question. M/C gives the student's to analysis the possiblity. Short answer, if the student does not know the answer verbatum; they provide examples to show understanding. I use completion question on study guides only.
I use a range of testing formats. it depends on the class and subject matter I am covering.
One way is to use similar test formats to the type of test the student will be encountering later during their continued education or certification. In preparation for automotive ASE testing, students see more tests with Technician A and B options. For State credentials, there are no Technician A or B questions. This helps to keep the focus on testing their knowledge, rather than test their ability to adapt to less familiar test formats.
I do not like T/F tests and therefore try not to give my students T/F. For my coding classes I like mulitple choice and it also preps the student for the certification test they may take later on if they pursue this field. With mulitple choice they need decipher the correct code from the op note or scenario and apply reasoning to their answer. I also like "listing"--name the five types, list 4 functions etc. Those I use for practical classes that I want the students to know the information shared.
Hi Minerva - Thanks for your post to the forum. Your assessment strategy is excellent! Best wishes for continued success in your teaching career. Susan
I like to give a variety of test formats in my classes.To check whether my students have read the chapter we are covering, I give them an objective test (True/False or Multiple Choice). To check for a little deeper understanding of the material, I administer a Completion Test or Short Answer test.At the end of the course, I like to give a comprehensive exam (essay test) to see if they understood the concepts and are able to apply them in given situations.This variety of assessment gives students the opportunity to take tests in many formats and does not favor the student who is a better writer not the one who can memorize more factual information. The different formats are fair to everyone.
Deciding on the question format to utilize in testing students is a critical function of any instructor. Some schools already have pre-determined methods or format but i think it takes away from the indtructor the creativity and flexibility of adapting to students learning styles.
As an instructor, I have some prefered formats that serve as my prototypes but the combination of formats for me is based on a number of factors especially my assessment of the nature of the students in my class and my assessment of their learning progress.
I tend to vary my formats and its content in an attempt to either incorporate most students or to stimulate the students to study more if I think they have become too comfortable with the class. I always explain my format to the students prior to the testing period to ensure that they are prepared for it.
I utilize a COMBINATION OF OBJECTIVE FORMATS LIKE mULTIPLE CHOICE, COMPLETION, MATCHING AND TRUE/FALSE testing and apply subjective testing like essays to homeworks and projects which I critically emphasize because of its creative and cognitive assessment of the students ability.
Testing formats for my class differ from class to class. I like essay and short answer questions the best for testing my students. I feel students can demonstrate a particular concept this way.
It depends on whether I am recapturing a specific topic or a large amount of information.
