1. Tips for Top Tests FOSL fall September 10, 2007 Adapted from “Tools for Teaching” by Barbara Gross Davis

2. General Strategies It is important for a test to be balanced: to cover most of the main ideas and important concepts in proportion to the emphasis they received in class. It is important for a test to be balanced: to cover most of the main ideas and important concepts in proportion to the emphasis they received in class. Use a variety of testing methods. Write questions that test skills other than recall. Use a variety of testing methods. Write questions that test skills other than recall.

3. Construction of Effective Exams Prepare new exams each time you teach a course. Prepare new exams each time you teach a course. Create test items throughout the term. Create test items throughout the term. Ask students to submit test questions. Ask students to submit test questions. Consider making your tests cumulative. Consider making your tests cumulative. Include a few words of advice or encouragement on the exam. Include a few words of advice or encouragement on the exam. Put some easy items first. Put some easy items first. Try out the timing. Try out the timing.

4. Allaying Students’ Anxieties About Tests Give students advice on how to prepare for the exam. Give students advice on how to prepare for the exam. Give a diagnostic test early in the term. Give a diagnostic test early in the term. Duplicate extra copies of the exam. Duplicate extra copies of the exam. Plan for “what ifs.” Plan for “what ifs.” Actively proctor. Actively proctor. Return test papers promptly. Return test papers promptly. Use class time to discuss the overall results and provide answer key. Use class time to discuss the overall results and provide answer key. Makeup Test Tips Makeup Test Tips

5. Multiple-Choice Tests Make sure that at least some test items require higher-level learning (examples) Make sure that at least some test items require higher-level learning (examples) Instruct students to select the “best answer” rather than the “correct answer.” Instruct students to select the “best answer” rather than the “correct answer.” Give advice on how to take a multiple-choice or matching test. Can students guess? Give advice on how to take a multiple-choice or matching test. Can students guess? Put all relevant material in the stem and keep it short and grammatically consistent (examples) Put all relevant material in the stem and keep it short and grammatically consistent (examples)

6. More on Multiple-Choice Limit number of response alternatives and keep distracters appealing and plausible. Limit number of response alternatives and keep distracters appealing and plausible. Avoid always, never, all of the above, none of the above and negative wording. Avoid always, never, all of the above, none of the above and negative wording. Vary the position of the best answer. Vary the position of the best answer. Evaluate the test items after you have scored them. Evaluate the test items after you have scored them.

7. Matching Test Items Keep the two sets of items homogeneous. Keep the two sets of items homogeneous. Try to order the responses. Try to order the responses. If you include distracters, let students know that some of the entries do not apply. If you include distracters, let students know that some of the entries do not apply. Be conscious of layout and format. Avoid flipping pages to find answers! Be conscious of layout and format. Avoid flipping pages to find answers!

8. Short-Answer and Essay Tests Do not use essay questions to evaluate understanding that could be tested with multiple-choice questions (examples) Do not use essay questions to evaluate understanding that could be tested with multiple-choice questions (examples) Give students advice on how to approach an essay test. Give students advice on how to approach an essay test. Don’t give students a choice of questions to answer. Don’t give students a choice of questions to answer. Ask students to write more than one essay. Ask students to write more than one essay. State the question clearly and precisely (examples) State the question clearly and precisely (examples)

9. More on Short-Answer and Essay Tests Decide on guidelines for full and partial credit (examples) Decide on guidelines for full and partial credit (examples) Read exams without looking at students’ names or grading on extraneous factors. Read exams without looking at students’ names or grading on extraneous factors. Choose examples of exams to serve as anchors or standards. Choose examples of exams to serve as anchors or standards. Write comments on the exams. Write comments on the exams. Place the grade on the last page of the exam. Place the grade on the last page of the exam.

10. Preventing Academic Dishonesty If you suspect students of cheating or plagiarizing material, confront them directly and immediately. If you suspect students of cheating or plagiarizing material, confront them directly and immediately. Make certain that you (or proctors) are in the room at all times. Honor system? Make certain that you (or proctors) are in the room at all times. Honor system? Check student photo IDs? Check student photo IDs? Take action with “wandering eyes.” Take action with “wandering eyes.” Spend some time in the back of the room. Spend some time in the back of the room.

11. More on Preventing Academic Dishonesty Be aware of “blue book tricks.” Be aware of “blue book tricks.” Clearly mark incorrect answers. Clearly mark incorrect answers. Distinguish between fraudulent, legitimate, and unacceptable excuses. Distinguish between fraudulent, legitimate, and unacceptable excuses. Recognize that the excuse “my grandmother died” is more likely to be valid than fraudulent. Recognize that the excuse “my grandmother died” is more likely to be valid than fraudulent.