Tests, Pools, and Surveys
Overview
Designing tests and quizzes is a key component of any class. This section provides some resources and strategies for designing, implementing, and assessing various types of testing/survey methods. Here, we'll share resources on planning considerations and several strategies you may want to consider when designing your next test, quiz, and/or survey.
To enhance this discussion, we will leverage SUNY's OSCQR Rubric, more specifically the "Interaction" section, supplying us with a framework on why meeting these standards is important, as well as how to approach meeting those standards.
For those unable to attend the live session, we have pre-recorded a "mini-lecture" describing the main topics, themes and strategies. You can find the recording under the "Pre-Recorded Review" heading.
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Video Recording
Live sessions are not recorded but please feel free to watch and engage with the material, by watching this 10-15 min. recorded session.
Frequently Asked Questions
What is the different between "traditional assessment" versus "authentic assessment"?
"Traditional assessment" often refers to the more common ways of testing student's ability to recall and/or synthesize information by completing multiple choice and/or written exams. The notion of "authentic assessment" refers to the idea that student progress can be measured through the completion of projects and/or other assignments that more closely resemble deliverables within a particular profession and/or field of study.
There is a terrific article that goes more in depth describing the two types of assessment. Please see the link to the article, below:
- Alsabbah, Almomani, J., Darwish Amani, & Fares Najwan. (2022). Traditional versus authentic assessments in higher education. Pegem Eğitim Ve Öğretim Dergisi = Pegem Journal of Education and Instruction, 12(1), 283–.
What are some resources for updating my test questions?
Sometimes multiple choice questions is the appropriate assessment, provided the material and/or time constraints. Given those parameters, you may consider reviewing and revising previously used/created multiple choice questions.
This resource delves into the specifics of writing effective multiple choice questions.
- Guala, B. (2020). Writing Effective Multiple Choice Questions. University of Connecticut Knowledge Base. Retrieved [Oct. 17, 2023].
Resources
Pedagogical Approaches, Strategies, and Examples
This list of resources is to help guide you through some of that thinking and possibly spark some new ways of assessing your students, regardless of modality.
- Quizzes and Exams. Iowa State University Center for Teaching and Learning. Retrieved [Oct. 12, 2023].
- Brame, C. (2013) Writing good multiple choice test questions. Retrieved [Oct. 12, 2023].
- Sellers, L. (2014). Get a 'Pulse' on Your Students: Pre-Assessment Ideas. Utah Valley University Office of Teaching and Learning. Retrieved [Oct. 12, 2023].
- Trost, J. Making Mid-Semester Classroom Adjustments. University of Notre Dame Notes on Teaching and Learning Blog. Retrieved [Oct. 12, 2023].
- Sullivan, Hoiriis, K. T., & Paolucci, L. (2018). Description of a change in teaching methods and comparison of quizzes versus midterms scores in a research methods course. The Journal of Chiropractic Education, 32(2), 84–89.
Blackboard "How-To" Guides
Leveraging the tools available to you is a great way of starting to foster community/discussion. This list of instructional guides from Blackboard Support, is our way of centralizing some of the Blackboard guides, related to discussions.