Tests
Faculty gave tests or exams.
About
Tests have been the backbone of college assessment for centuries, and are not likely to be unseated due to their flexibility and familiarity. One can ask a broad variety of questions, ranging from detailed knowledge to connecting concepts, and from textual to graphical topics. Faculty feel that they are also useful in part because student “know” how to “use” them: that is they have a variety of coping mechanisms ranging from study groups to review sessions to re-reading their notes to reviewing the textbook and other materials. This forces engagement with the those materials at a higher level, which increase the learning. Not that cramming improves retention, but rather, these multiple exposures do. And as students do benefit from repeated practice with the material, adding in more frequent, non-graded quizzes in the interim can calm some of the high-stakes atmosphere surrounding tests.
The original study's data and analysis for "Tests" can be found on this link.
What Faculty Have To Say
Strengths (12)
- Assesses what students have learned, from details to concepts, and across learning objectives
- Requires applying their learning
- Aids in mastery of material
- Reinforces main class topics
- Strengthens retention
- Forces student to connect the dots
- Forces students to prepare (study, homework, read, etc)
- Generates good group study sessions
- Provides feedback to students
- Helps faculty adjust their teaching
- Can strengthen communication skills
- Helps student prepare for certification tests (cpa, etc.)
Weaknesses (7)
- Limited in a variety of ways: time able to be allotted, material able to be questioned, depth of assessment, modes of explanation, etc.
- They encourage a focus on grades vs learning, and regurgitation vs understanding
- Retention is doubtful
- They increase student stress, and help create test anxiety
- It means that class time is spent on evaluation rather than learning
- Are a check on their reading comprehension as much as anything
- Time consuming to prepare, administer, and grade
Pedagogy Usage
Bucknell faculty was asked their best estimate for how often in the semester they used Tests and the average class time it took.
Average Duration: 83 min (mode=52)
Remote Suggestions
Assigning remote tests well has proved to be a real challenge that has not fully been met, and there have been concerns over academic integrity that have not been fully sorted out. A move away from tests might be wise until this can be better pinned down.
Resources for Additional Learning
Articles & Books
- Designing Tests to Maximize Learning Richard M. Felder: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/TestingTips.htm
- Teaching to the (Authentic) Test by Grant Wiggins: http://files.eric.ed.gov/fulltext/ED332166.pdf#page=356
- AAHE Principles of Good Practice: Aging Nicely: http://www.learningoutcomesassessment.org/PrinciplesofAssessment.html
Websites
- University of Michigan's Center for Research on Learning and Teaching
- University of Illinois's Center for Innovation in Teaching & Learning