Designing Effective Tests

&
Tips to Students for Test Taking

1
 Tips on Tests
Tests perceived by students as
unfair (too long, too “tricky,” too
much on untaught material) may
be the leading cause of poor
student evaluations of teaching.
Test on what you teach.
◦ Argument - “we need to teach
students to think for
themselves.” ?
Wednesday, February 4, 2009 2
Consider handing out a study
guide a week before each test.
Make it thorough.
◦ “Here’s the 574-page text—you’re
responsible for all of it ?
No surprises on tests! The
students should never see a type
of question or problem that they
had no reason to expect.

Wednesday, February 4, 2009 3

Review your learning objectives
before and after writing each
test.
Minimize speed as a factor in
performance on tests.
Design 10–15% of the test to
discriminate between A-level and
B-level performance.
Always work out a test from
scratch when you have the final
Wednesday, February 4, 2009 4
Ifpossible, have a colleague read
(or work through) the test for
clarity. Revise again if necessary.
Return graded tests promptly to
maximize learning.
Consider a time limit for
requesting re- grading (e.g., one
week). Have students make all
requests in writing explaining
their case.
Wednesday, February 4, 2009 5
 Tips for Quantitative Problem-
Solving Tests
 You should be able to work out the test in
1/3 the time students will have to do it. If
you can’t, cut it down:
— Eliminate questions
— Present some formulas instead of requiring
derivations
— Ask for solution outlines rather than complete
calculations.
 Closed-book exams test primarily memory;
open-book exams test primarily
understanding. Give the type of exam that
tests what you want the students to
emphasize.
Wednesday, February 4, 2009 6
Tips for Multiple-Choice
Tests
Allow time to prepare. (hard to
construct well, easy to grade)
Write some items to assess
higher levels of thinking.
Consider using short paragraph,
chart, or graph followed by
several test items.
Encourage students to explain
answers to questions that seem
tricky or confusing.
Wednesday, February 4, 2009 7
Options (brief & simply written)

— Put most information in question,

minimum in options
— List options on separate lines
— Distribute correct answers randomly
among option positions
— The correct answer should not
always be the longest one
— Avoid negatives, “all of the above,”
“none of the above”

Wednesday, February 4, 2009 8

 Tips for Essay Tests

 Preparing your class

— Discuss types of questions and
show sample answers
— Announce how spelling, grammar,
and handwriting will affect essay
grades
Set up multiple-part problems so
that the parts are independent.

Wednesday, February 4, 2009 9

 Designing the
questions
— Only try to test one or two
objectives per item
— Reserve essay questions for Bloom
application level or higher
— Have a colleague read each
question for clarity
— Indicate on test the point value and
an appropriate response length or
time
— Allow students three times longer
to answer a question than it takes
you to answer it
Wednesday, February 4, 2009 10
 When determining appropriate
test length, allow about 2
minutes for a short-answer
question requiring more than a
sentence to answer, 10-15
minutes for a limited essay
question, and a half-hour to an
hour for a broader question
requiring more than a page or
two to answer.
Wednesday, February 4, 2009 11
 TIPS ON TEST-TAKING
I. Preparation
 Study in small groups
− Make sure your study group contains only
students who are serious about studying,
at least some of whom are at your level of
ability or better.
− Go over as many different problems as
you can (like old homework problems,
unassigned problems in the course text,
old exams). Set up the solutions, but don’t
crunch numbers. Don’t quit on a problem
until you’re convinced you could do it
yourself.
− Brainstorm possible things you could be
asked and answers you4, 2009
Wednesday, February might give. 12
Make up a one-page summary
sheet of the key ideas, equations,
procedures, etc., that you might
need to know on the test.

Don’t stay up all night

studying. Try to get a reasonable
amount of sleep the night before
the exam. If that’s not possible, try
to get a nap before the exam, or at
least a short rest.
Wednesday, February 4, 2009 13
Set up a backup system for
your alarm clock. Set a second
alarm, or arrange for a wakeup
call from a friend.
Eat breakfast.
Arrange backup transportation to
campus.
Bring everything you need to the
exam.
Wednesday, February 4, 2009 14
 II. Taking the Test
Read over the whole question
paper before beginning to write
anything.

Choose the problem or question

that seems easiest to you and do it
first. Continue to do the problems in
order of increasing difficulty.

Read the problem/question

carefully, and make sure you
Wednesday, February 4, 2009 15
Show your work. Give enough
detail so that both you and the
teacher can tell what you’re trying
to do. Even if you can do the
problem in your head, don’t. If
you’re wrong, you get a zero; if
you’re right, you could be
suspected of cheating.

Watch out for significant

figures. Some instructors don’t
appreciate answers like 23.694028,
Wednesday, February 4, 2009 16
 Keep your work legible. If the teacher
can’t read what you wrote, you aren’t
likely to get full credit, and you may not
get any.

 If you don’t understand a question,

ask the instructor/proctor for help.
You might get some, and it never hurts
to try.

 Don’t panic. If you feel yourself

sweating or hyperventilating, put down
your pencil, close your eyes, take a few
deep breaths, and consciously relax
Wednesday, February 4, 2009 17
Ifyou have time at the end, check
your solutions. Did you answer each
part of every question? Did you
answer the question(s) asked? Do
your answers seem reasonable? Do
your calculations check out? (Save this
one for last.)

Hand in your paper when time is

called. Nothing makes an instructor
more homicidal than having to wrestle
you to the floor to get your paper.
Wednesday, February 4, 2009 18