Show i I Does your teacher know how to q give ive effective tests Terry Dillon Associate Editor OT all instructors in NOT higher education know how to give tests said Dale Smith professor of Education Education Education tion and Early Childhood Development Many college professors have obtained credentials in their field of expertise without receiving any any training on how people learn Smith said that the dynamics of memory and the way humans access information information information mation and react to test stress is well understood by educational psychologists There is abundant research research research re re- re- re search in this area said Smith but perhaps the best and simplest study is by Benjamin Benjamin Benjamin Ben Ben- jamin Bloom Every instructor tor should have a copy of Blooms Bloom's taxonomy posted near his her desk to aid in designing ing a test A detailed table of Blooms Bloom's study is available by Michael Kirsner in Instrumentation Instrumentation Instrumentation In of Blooms's and Krathwohl's taxonomies for the writing of behavioral objectives Psychology in the Schools I Smith has observed that many teachers test students on rote memorization which is the lowest level of cognition Such questions are identifiable because they contain verbs like define recall identify distinguish and recognize Smith said that this type of testing is valid but should be limited He explained that the current current current cur cur- rent thrust among education specialists is to test at higher levels of cognition cognition application tion analysis synthesis and appraisal A good testing instrument instrument instrument in in- strument will contain a combination combination combination com com- of these elements he added Testing frequently and calling it a quiz is the best testing strategy to enhance learning said Smith This also saves students from the bad day syndrome in which a major test could get blown A weekly quiz for 10 points is more helpful to students students students stu stu- stu- stu dents than a big test for 40 points after four weeks Smith explained After five weekly tests you are arc better prepared for forthe forthe forthe the final because you have learned what to expect from the teacher and you learned your own areas of weakness through the immediate feedback feedback feedback feed feed- back of the regular quiz Last but not least teachers need to make their tests as objective and scientific scientific scientific as is logically possible Teachers can do this said Smith by checking for even even- ly Iy distributed questions and level of difficulty across the subject being tested This means that the number and type of questions asked need to be in proportion to the time to lectures and discussions in that area Many Ph PhD Ph.D. D professors have their pet theory that they will test for If the students students students stu stu- stu- stu dents dont don't answer according to that theory this theory this is especially especially especially espe espe- true in an essay situation situa situa- tion then tion-then then the student gets hit with a bad grade said Smith Professors can avoid hurting students in this way wayby wayby wayby by attending teaching seminars seminars seminars semi semi- nars service in-service meetings keeping up with educational research through journal reading or even by taking a course in education Smith added An excellent excellent excellent excel excel- lent book which instructors might want to look at is available here at the campus bookstore entitled Educational Psychology Principles Principles Principles Prin Prin- and Applications by John A. A Glover and Roger H. H Bruning It contains good information information information in in- formation on how to write tests as well as how to teach effectively 1 |