A fair test will show:
- How well the material is being taught
- Where changes and corrections need to be made
- The level of ability and effort of the students.
Good teaching requires leaps of imagination. The professor, with expert knowledge and skills, must imagine what the novice perceives, understands, and feels. Although there may be well-defined stages or steps in learning, each novice engages the learning uniquely. Teaching is about knowing the material, knowing the students, and designing experiences to enable those students to master the material or acquire the skills.
Done well, assessment can illuminate the process. Assessment is often spoken of as formative, which is done during instruction to improve the process, or summative, the final evaluation that tells us how much the student has learned and how well we have taught. Good formative assessment helps us—and in many cases, the students—to see what is happening and enables us to advance the learning. Good summative assessment points up where it might be most productive to consider making changes or improvements in our approach.
A fair test will show:
Key concepts to designing tests (Reed, 2002) include. Good test questions:
Traditional Assessment Tests:
Alternative Assessment Tests:
Oral tests are sometimes used for students:
Psychomotor skills, the ability to perform physical activities, are based on performance or behavior should be used when there are no other valid means of determining if the student has developed the appropriate level of knowledge and behavior for a required physical performance.
An alternative view of grading: Let the students be in charge. Grading students’ work is one of the least favorite parts of teaching. In a 2009 posting of Inside Higher Ed, Jaschik reports on instructors who love teaching and hate grading and offers the following innovative ways of handling grading.
Let the students know on the first day how you will be grading.
New Point System
Tip: Student Self-Evaluation of Discussion Participation (Brookfield & Presskill, 2007)
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Dreyfuss, A.E., Jordan, J., Rajaram, K., Caka, M. (2014). (2nd Ed.). The work matters:
A guide for new faculty teaching at City Tech. New York City College of Technology, CUNY.
Online at http://facultycommons.citytech.cuny.edu/teachingguide.
The Work Matters: A guide for new faculty teaching at City Tech. New York City College of Technology, CUNY by A.E. Dreyfuss is licensed under a Creative Commons Attribution 4.0 International License.