Hi Chad, I have never thought about using rubrics for Math tests, but as you explain, it makes excellent sense! Best wishes for continued success in your teaching career. Susan
Susan Polick
In the past I have generally made my own tests to make sure the questions match objectives of the course, but in the current math text that we are using, the objectives and the book content are identical, so I have been using premade tests, which are objective/short answer. Some questions are rather direct and objective, but questions that require more work to be shown I have a rubric for so partail credit can be awarded; for example, points might be deducted for rounding errors, small numerical errors, or missing units, when the student has demonstrted knowledge of how to solve the problem. I also use quizzes which are generally short answer and take home assignments which are longer problem solving activities or applications.
It depends on what type of material I am covering. I tend to use a variety for my final exams because I realize students test differently based on the format and I want to give everyone a fair chance.
The major criteria used is ease of development and ease of scoring.
This is because of the time constraints between the delivery of lesson material and the assessment of the retention of material.
I like to do the same. I find that each audience is unique. This means each time I teach the same course, it is never the same.
I like to write down questions based on my lesson plan before the class, and then questions after each class. This assures that the test questions follow content.
i usually select multiple choice questions because it gives the student a chance to relate to the choices provided.
First and foremost, my test format is based on the type of class being taught. If it is a skill class, I use hands-on or practical exams. If it is a medical terminology class I utilize short answers/ completion. If it is a class where one needs to analyze a situation and come up with a solution to it, I try to utilize essay questions.
I like to use multiple choice tests and use simmilar answers to see if they realy understand the information.
Well it depends on what Mod I am teaching. If it is lab skills, I will use skill application tests. For example, name the instrument,and why it that instrument used. I have my students demo all OR skills and they are checked off after can demo the skill correctly.
For me it depends on the semester. If I am teeaching cardio pulmonary diseaases I may use a multiple choice type exam. If I am testing on Pt assessment I use a combination of styles so the student show the didiactic knowledge but I need to see them in alab so as to ensure they have the clinical skills to properly assess and treat a patient.
The level of knowledge required to demonstrate successful comprehension of the material. If it's something that is of high importance, or a building block concept, I tend to make the question type a little more difficult, such as an essay or a fill in the blank, etc.
Depends on subject being taught. Multiple choice is good when we are working on anesthesia as they have several drugs to choose from and need to make the correct decision. As the previous person stated, when teaching surgery topics, students need to handle packs and instruments, demonstrate how to properly gown and glove, etc. Don't use true/false very often
Hi Christopher, Thanks for your post to the forum and for sharing your perspectives on assessments at numerous schools as an adjunct! Best wishes for continued success in your teaching career. Susan
Susan Polick
I teach Algebra and Statistics as an adjunct Instructor. The format of my tests varies depending on the institution and the level of the course.
Some schools/departments give greater flexibility to the Instructor in creating tests. I have taught courses for which the school/department has provided standardized tests. I have also taught courses for which the school or department has test format requirements. Finally, I have taught courses in which I have autonomy in test creation.
I find that for beginning and intermediate level courses, many schools or departments suggest or require short answer tests: students must show their calculations so that partial credit may be awarded. The exception is often a final exam, which can be multiple choice to accommodate a quick grading turn-around. In advanced or upper-level courses, such as Statistics, I have found that the Instructor often has greater flexibility in testing formats. I like to use a variety of question formats. I usually begin with a blend of true/false and multiple choice questions, followed by a blend of short answer and skill demonstration questions. An example of a skill demonstration problem from a Statistics test would be to ask a student to create a scatterplot of provided data.
I try and fix it up. All of my tests include, multiple choice, true and false, completetion and essay. We also have skill application tests in the lab. I do not use standardized testing in my course.
I choose a test format depending on the course I'm teaching.
Hi Michael, Thanks for your post to the forum. You have obviously developed some creative options for assessment! Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Angela, You are using an excellent mix of assessments! Best wishes for continued success in your teaching career. Susan
Susan Polick
For me, the criteria that I use for selecting testing formats will depend on the nature of the course that is being taught and the content within that course. Together, these will form the basis of what testing strategy I will use to gain the best effect of learning for the students.
For example, in this term that I've just finished teaching, the criminal justice ethics class, by nature of the content, required more higher-cognative learning skills since the content dealt with ehtical dilemmas and how to best solve them in order to come to the best possible conclusion that balances both the ethical rightness of solving the situation with the beliefs and value-system of the individual solving the dilemma. For me, the best testing format was the group debates as well as small group presentations as they tested student's cognative abilities, logical processes and beliefs and value systems in the solving of these dilemmas as well as the ability to handle opposing views.
In the Cybercrimes class that I also taught, the textbook that was used had no test bank, which made it difficult for me to formulate questions. There was also no opportunity for skills-based testing as this was physically non-feasible. The best type of testing that I used was short answer testing with questions taken the "Dicussions Questions" section at the back of of each chapter in the textbook.
In still a past class that I taught, which was research writing, the test format was the progressive development of a research proposal throughout the term leading to the completed document at the end. Other types of testing in that class also included case studies.
The type of test format used will depend on the type and content of the class being taught.
It depends on the class I am teaching, but I try to use a variety of methods to touch on various levels of thinking and cover as much material as I can. In a lab class I would emphasize skills assesment as I want to see my students perform what I have been teaching. I may have the students perform a written assessment before hand to gauge if I feel they are ready to move to the "higher thinking" that can be required with actually performing the test. In lecture classes I prefer doing exams that include multiple choice, matching, short answers and (if appropriate) filling in diagrams.
