13 designing effective tests

8/14/2019 13 Designing Effective Tests

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Designing Effective Tests

&Tips to Students for Test Taking


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Tips on TestsTips on Tests

Tests perceived by students asunfair (too long, too tricky, toomuch on untaught material) may

be the leading cause of poorstudent evaluations of teaching.

Test on what you teach.

Argument - we need to teachstudents to think forthemselves. ?

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Consider handing out a studyguide a week before each test.Make it thorough.

Heres the 574-page textyoureresponsible for all of it ?

No surprises on tests! The

students should never see a typeof question or problem that theyhad no reason to expect.



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Review your learning objectivesbefore and after writing eachtest.

Minimize speed as a factor inperformance on tests.

Design 1015% of the test to

discriminate between A-level andB-level performance.

Always work out a test from

scratch when you have the finalWednesday, February 4, 4


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If possible, have a colleague read(or work through) the test forclarity. Revise again if necessary.

Return graded tests promptly tomaximize learning.

Consider a time limit for

requesting re- grading (e.g., oneweek). Have students make allrequests in writing explaining

their case.Wednesday, February 4, 5


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Tips for Quantitative Problem-Tips for Quantitative Problem-

Solving TestsSolving Tests

You should be able to work out the test in1/3 the time students will have to do it. Ifyou cant, cut it down:

Eliminate questions

Present some formulas instead of requiringderivations

Ask for solution outlines rather than completecalculations.

Closed-book exams test primarily memory;open-book exams test primarilyunderstanding. Give the type of exam thattests what you want the students toemphasize.



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Tips for Multiple-ChoiceTips for Multiple-Choice

TestsTestsAllow time to prepare. (hard to

construct well, easy to grade)

Write some items to assess

higher levels of thinking.Consider using short paragraph,

chart, or graph followed by

several test items.Encourage students to explain

answers to questions that seem

tricky or confusing.Wednesday, February 4, 7


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Options (brief & simply written)Options (brief & simply written)

Put most information in question,minimum in options

List options on separate lines

Distribute correct answers randomlyamong option positions

The correct answer should notalways be the longest one

Avoid negatives, all of the above,none of the above



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Tips for Essay TestsTips for Essay Tests

Preparing your class

Discuss types of questions and

show sample answers Announce how spelling, grammar,

and handwriting will affect essaygrades

Set up multiple-part problems sothat the parts are independent.



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Designing theDesigning the

questionsquestions Only try to test one or two

objectives per item

Reserve essay questions for Bloomapplication level or higher

Have a colleague read eachquestion for clarity

Indicate on test the point value and

an appropriate response length ortime

Allow students three times longerto answer a question than it takes

you to answer itWednesday, February 4, 10


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When determining appropriatetest length, allow about 2minutes for a short-answer

question requiring more than asentence to answer, 10-15minutes for a limited essay

question, and a half-hour to anhour for a broader questionrequiring more than a page ortwo to answer.



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TIPS ON TEST-TAKINGTIPS ON TEST-TAKING

I. PreparationStudy in small groups

Make sure your study group contains onlystudents who are serious about studying,

at least some of whom are at your level ofability or better.

Go over as many different problems asyou can (like old homework problems,unassigned problems in the course text,

old exams). Set up the solutions, but dontcrunch numbers. Dont quit on a problemuntil youre convinced you could do ityourself.

Brainstorm possible things you could beasked and answers you might give.Wednesday, February 4, 12


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Make up a one-page summarysheet of the key ideas, equations,procedures, etc., that you might

need to know on the test.

Dont stay up all night

studying. Try to get a reasonableamount of sleep the night beforethe exam. If thats not possible, tryto get a nap before the exam, or at

least a short rest.Wednesday, February 4, 13


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Set up a backup system foryour alarm clock. Set a secondalarm, or arrange for a wakeup

call from a friend.Eat breakfast.

Arrange backup transportation to

campus.Bring everything you need to the

exam.



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II. Taking the TestII. Taking the Test

Read over the whole questionpaper before beginning to writeanything.

Choose the problem or questionthat seems easiest to you and do it

first. Continue to do the problems inorder of increasing difficulty.

Read the problem/questioncarefully, and make sure youWednesday, February 4, 15


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Show your work. Give enoughdetail so that both you and theteacher can tell what youre tryingto do. Even if you can do the

problem in your head, dont. Ifyoure wrong, you get a zero; ifyoure right, you could besuspected of cheating.

Watch out for significantfigures. Some instructors dont

appreciate answers like 23.694028,Wednesday, February 4, 16


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Keep your work legible. If the teachercant read what you wrote, you arent

likely to get full credit, and you may notget any.

If you dont understand a question,ask the instructor/proctor for help. You might get some, and it never hurtsto try.

Dont panic. If you feel yourselfsweating or hyperventilating, put downyour pencil, close your eyes, take a few

deep breaths, and consciously relaxWednesday, February 4, 17


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If you have time at the end, checkyour solutions. Did you answer eachpart of every question? Did youanswer the question(s) asked? Do

your answers seem reasonable? Doyour calculations check out? (Save thisone for last.)

Hand in your paper when time iscalled. Nothing makes an instructormore homicidal than having to wrestleyou to the floor to get your paper.


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