Teaching Tests

Many courses end with a test of student knowledge. While, on the one hand, such tests can become the stuff of nightmares that haunt our graduates later in life, on the other hand, they can become learning moments. In 1958 Robert Ebel claimed there were four ways tests can help accomplish learning goals. This tip suggests how to use his ideas to plan your final exams.

Clarify Objectives

The construction of effective tests helps the teacher clarify his or her objectives for the students.

Matching Table. Compare the objectives for your course with the questions on your test by setting up a simple table that lists the completed course content in one column and the test questions in the other. Keep from asking questions about material that was not adequately treated during the course.

Validity. Test questions should provide an accurate reflection of students' knowledge. They should provide a sample of items in proportion to the weight given to specific information in the course. There should be questions of varying difficulty so that the range of critical thinking that is expected is fairly represented.

Reliability. Reliable test questions are clear, unambiguous and balanced. Contact the CIRT for suggestions on writing test questions.

Test Design. The type of test used should be based on the learning objectives for the course. Multiple choice tests emphasize recall while essay exams demand interpretation. Comprehensive tests include a variety of question types, each chosen according to related objectives.

There are specific recommendations for writing multiple choice/matching tests and short-answer/essay tests. Contact the CIRT for a chapter on either type.

Motivate Students

There is no question that exams motivate students to work. Teachers can take advantage of this motivation by guiding students away from last minute panic toward the kind of work they need to do to truly learn.

Daily Preparation. Teachers can provide students with a review guide in the weeks prior to the exam. Give an outline of ideas or a set of questions at the end of each class. Emphasize understanding of core concepts.

Sample Exams. Make samples of questions, or even prior exams, available through the library's reserve reading desk or on a web page.

Cheat Sheet. Where courses do not emphasize factual recall, allow students to bring a cheat sheet, a one-page summary of key ideas, formulas, or other important information. Preparing the sheet provides a valuable review.

Learning Exercises

The kinds of questions that appear on an exam need not be limited to basic recall. Give students more time to complete thought-provoking questions.

Quick Thinks. Ask the CIRT for our handout on Quick Thinks to discover ways of writing questions at different levels of cognitive complexity.

Cases. When feasible, the beginning part of a question can provide a short case where the expected answer requires thoughtful application of course material.

Options. When using true-false or multiple-choice items, allow students to submit a comment sheet where they can explain a multiple choice answer that seems to them ambiguous or confusing.

Directed Towards Achievement

Well designed tests can help direct students and teachers toward achieving essential goals when tests provide feedback for both.

Responses. Instructor responses on exams need to go beyond simple scores or quick, illegible comments. They should communicate levels of accomplishment. Ask the CIRT for a short list of tips on responses.

Exam Evaluations. At the end of the exam, get feedback from your students that will help you improve your tests. Ask the CIRT for sample evaluation forms.

Final Comments

Well designed tests help students bring closure to a course by encouraging them to see how course ideas fit together and by guiding their final learning efforts. When written to provoke thoughtful responses, tests can become learning activities. Finally, when used to guide the future learning of students and teachers, tests go beyond nightmare experiences and become events that bring the hard work of the semester to a thoughtful end. Use the last few weeks of the semester to prepare not only your test but also your students for a final learning experience.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on November 30, 1998.