Testing has a prominent role in most college courses. It’s the method most often used to determine the extent to which students have mastered the material in the course. Say “tests” and thoughts jump immediately to evaluation and grades, with students thinking “stressful” simultaneously or
Although group testing is still not widely used, it is an approach more faculty are exploring. Creative approaches to design and unique features can prevent many of the problems associated with it. However, faculty are still very concerned with what happens when students discuss answers
It’s a practice that’s used by a number of faculty, across a range of disciplines, and in a variety of forms. Sometimes the lowest exam score is simply dropped. In other cases, there’s a replacement exam and the score on that exam can be used
Faculty rely on quizzes for a couple of reasons. They motivate most students to keep up with their class work and, if they’re unannounced, they motivate most students to show up regularly for class. The research on testing offers another reason, something called “the testing
Educational research is full of studies that show today’s students learn more in an active-learning environment than in a traditional lecture. And as more teachers move toward introductory classes that feature active-learning environments, test performance is improving, as is interest in these classes. The challenge
This semester I stumbled on a creative teaching tool that surprised both me and my students. It turned out to be effective and enjoyable, and it was a quiz. I used the tool in a survey of church history course. Like most history courses, this
In an instructional experiment, I split students into three groups––no quiz, announced quiz, and pop quiz. I used the same instructional style and teaching materials (including the same textbook and handouts) with each of these three groups. I also gave the same two midterms and
Unfortunately, various analyses of multiple-choice test questions have revealed that many of them do not test higher-order thinking abilities. Questions that test higher-order thinking abilities are difficult and time-consuming to write. But for many teachers, those teaching multiple courses and those teaching large sections, multiple-choice
As a high school and college history teacher for 35 years, I have come to value extra credit as an effective tool in my “teaching resource kit.” Here’s why, explained by how I use it.
With the academic year nearly over and final exams upon us, it’s a good time to consider how we assess student knowledge in our courses. Cumulative finals are still used in many courses, but a significant number of faculty have backed away from them because
