Important Considerations
- What role should testing play in the learning process? How can tests create
a real dialogue between ourselves and our students about what students
do and do not understand? How can we avoid using tests to simply punish or
reward cramming?
- Some suggestions:
- Use frequent, small quizes and tests rather than monolithic once-or-twice
per-term exams.
- Give students instant feedback on their performance (for example, putting
the correct answers up on an overhead after all the tests are turned in.)
- Consider allowing students to take quizzes first as individuals and
then the same quiz again in groups.
- Use frequent, small quizes and tests rather than monolithic once-or-twice
per-term exams.
- Multiple-choice questions are easiest to write when there is a definitively right or wrong answer. Multiple-choice testing of more interpretive material should always include an appeal mechanism in which students can and must make a written, evidence-supported case for their answer
Address questions or comments about
TEP or this site to:
Georgeanne Cooper, Program Director,
64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
© Copyright 2000-2006 Teaching Effectiveness Program, University of Oregon.
Last Modified:
05/22/08
