A different view of tests

In a previous column, test anxiety and some possible approaches to treat this malady were reviewed.

My approach is to give students problems and questions during classes that are similar (but not too close) as those given on tests. I also post old tests on the Internet that students can print out and go over. Lastly, half length practice tests are done by pairs of students in the class prior to the test.

These steps may not eliminate test anxiety entirely, but they will give students a good idea of what to expect and be likely better prepared for the actual tests.

But consider this — if there are so many problems with the tests, why give them at all? Some teachers would quickly respond: Without tests, how could we know what our students are learning? Yet there are some teachers who don’t give tests, instead relying on projects or portfolios. There are even some teachers who give students a course grade based on each student’s work in groups and the grades that other students give each other within a group. I think most teachers would agree that there is no substitute for tests as a way of appraising learning.

If tests are a valid way of measuring student learning, what test format works best? Clearly, the format will vary depending on the subject matter. If the course is mainly dealing with learning new approaches and techniques, then the tests should reflect these new approaches and techniques. These kind of courses are process centered. But what of the courses that are mainly focused on content?

These are often introductory courses where the students must learn new vocabulary, principles and problem solving techniques that are quite different than their experience. For that reason, students in these courses often suffer from a lack of motivation, feeling overwhelmed with all that new material to assimilate. Often in these classes, the tests are largely multiple choice and machine graded.

Fifty multiple choice questions are the norm, to be answered in an hour or less. If the class is large, there will be a great temptation to copy or consult with others during the test. If the multiple choice questions rely on discrimination and judgment, not just rote memorization, the average scores on these tests will typically be in the middle range (40 to 60 percent).

When the test scores are revealed or if the tests are returned, there is often a big student outcry, “What is the curve on this test?” What the students are really asking is “How many points will be added to each person’s test score to bring the average score into the C range?”. This practice of curving tests rewards students for not being prepared. It’s educational welfare.

Just as students have different modes of learning, their tests should have various kinds of questions that rely on different kinds of thinking. Multiple choice questions are best done by students who are used to making quick decisions based on an awareness of basic concepts. Slow but deliberate thinkers may not excel at these multiple choice only tests.

Short answer questions emphasize a more thorough mastery of course concepts, particularly for questions where students are asked to compare or contrast two different topics, thinkers, authors or events. Quantitative questions rely on students being given the value of certain quantities from which they can draw some conclusions.

Often a negative question can really show a student’s grasp of concepts, for example, “If the connections between electricity and magnetism had never been discovered, how would your life as a student be different?” Concise Answer — no cell phones, no computers, no automobiles, no planes, no television, no radio; travel by foot, bicycle or horse drawn carriage and spend your evening hours reading by candlelight or oil lamp.

April skies at dusk and dawn

As April begins next Wednesday, the brilliant planet Venus will reappear low in the 6:15 a.m. eastern dawn. Far to the right and higher than Venus is the very bright planet Jupiter. Low in the West is the bright golden star Arcturus, which lies off the curve of the Big Dipper’s handle. High in the sky is the Summer Triangle, a trio of bright stars that includes the bright white-blue star Vega.

In the early evening sky, the star group Orion is nearing the western horizon. Orion’s belt points left to Sirius, the night’s brightest star. The belt points rightward to the Seven Sisters star cluster, a tiny mist of stars. The Big Dipper is high in the North, with its soup pouring out of the scoop. The two end stars point down to the North Star. Follow the Big Dipper’s handle outward to the bright golden star Arcturus.

Today are our last free public showings of “Earth from Distant Stars” at 4 p.m. and 7 p.m. at the Frostburg State Planetarium. Also included is an informal tour of the current evening sky and dawn skies. The Planetarium is in Tawes 302. Tawes Hall is near the Performing Arts Center, the Lane Student Center and the Compton Science Center. Call (301) 687-7799 to request a planetarium/science discovery bookmark, by leaving your name and mailing address on voice mail.

Bob Doyle invites questions or comments from readers; call the above phone number or email him at rdoyle@frostburg.edu .