Smart Tools

The Key to Better Tests

Ensuring that tests are effective is a challenge that more teachers should engage in, if not for a sense of fulfillment, then for the students’ better comprehension of the lesson.

But what makes a good test?

  1. It is valid, meaning it tests what it is meant to test.
  2. It is reliable, producing consistent results at different times.
  3. It does not cause too much student anxiety due to unfamiliar test types.
  4. It has a variety of familiar test types to minimize tiredness and boredom.
  5. It is as objective as possible.

How to evaluate exams

After the exam, ask yourself if the results matched how you thought of your students’ skills. Or better yet, ask for student feedback to find out if they felt there were some unfair questions or unfamiliar types of tests.

If everyone gets above 90% in your exam, that means it was too easy. If everyone gets less than 10% then it was too difficult. To minimize these extremes, analyze individual items for difficulty.

Try dividing the test results into three groups: high, middle, and low scores. Select a question, and determine how many students got the answer right from the high and low group. This can give you a good idea on which questions or items can be rejected based on them being too easy or difficult.

The proper procedure to test-writing

  1. Identify the purpose of the test.
  2. Determine what topics it will cover.
  3. Decide on the length, layout, and format.
  4. Look for the appropriate texts.
  5. Write down the questions.
  6. Write down instructions and examples.
  7. Proofread, edit.
  8. Determine a checking scheme for subjective questions.
  9. Conduct the test.
  10. Evaluate and analyze what can be kept and rejected.

On good questions

There are actually many kinds of questions at the teacher’s disposal. And they usually fall under two general categories: Display and Referential questions.

Display questions are designed to elicit a students’ prior knowledge and check their comprehension. Examples include “What does ..... mean?” or “When do we use .....?”

Referential questions require the student to provide information or to explain and clarify, focusing mainly on content. Examples include “What kind of .....?” or “How do you .....?”

Last guidelines

  • Consider your students’ cognitive and social development.
  • Be consistent.
  • Reward students for what they know and do not penalize for what they don’t.
  • Turn exams into relevant and interesting experiences.
  • Broadcast meaningful results to encourage learning.
  • Find new ways to engage them positively with the test like using computer-based tasks or putting their work on display.
  • Try your best to reduce test anxiety.

Sources:

Darn, Steve. “Asking Questions.” Retrieved February 25, 2008 from http://www.teachingenglish.org.uk/think/methodology/questions.shtml
Frost, Richard. “Test Writing.” Retrieved February 25, 2008 from
http://www.teachingenglish.org.uk/think/methodology/test_writing.shtml
Taylor, Lynda. “Young Learner Testing.” Retrieved February 25, 2008 from http://www.cambridgeesol.org/teach/yle/

(Published 10 March 2008, Smart Schools Program)