Creating Effective Classroom Tests

1. Creating Effective Classroom Tests by Christine Coombe and Nancy Hubley

2. Introduction • Guiding principles (cornerstones) that govern good testing • Validity • Reliability • Practicality • Washback • Authenticity • Transparency • Security

3. Validity • Does the test measure what it says it measures? • Test what you teach!!! • Test content should be valid (taught) • The theories should “fit” with the methodologies of teaching that particular subject • Test should look like it measure what it should measure

4. Reliability • Consistency of test scores • Test will yield similar results if given at different times • Length of results should be consistent • Longer tests produce more reliable results • Classroom setting • Lightning, spacing, lack of intrusive noise • Administrative handling of the test

5. Practicality • Teacher should be able to set, administer and mark the test in the given time • Class test are only effective if they are returned promptly • So that students can benefit from the test taking process

6. Washback • Effect of testing on teaching and learning • Both teachers and students should be clear on the outcomes of the test and the course • Tests should act as markers of achievement for students so that they have a sense of acomplishment

7. Authenticity • Refers to the use of concepts in the real world • Students must know where each of the concept studied/tested applies in the real world

8. Transparency • Transperent grading criteria • Weighting of item in test • Time allowed to complete the test • No mysteries!!! • Students should be clear that they have “earned” the marks

9. Security • Security is not important only in high-stake tests • Part of both reliability and validity • Time is invested in setting the tests,so they may be recycled • Cultural issues affect security • e.g., Is it ok to make tests public?

10. Guidelines • Test to course outcomes • Test what has been taught, how it has been taught • Weight exam according to outcomes and course emphases • Organize exam with student time allocation in mind • Test one language skill at a time unless integrative testing is the intent • Set tasks in context wherever possible • Choose formats that are authentic for tasks and skills • Avoid mixing formats within one exam task

11. Guidelines • Distinguish between recognition, recall, and production in selecting formats • Design test with entire test sections and tasks in mind • Prepare unambiguous items well in advance • Sequence items from easy to more difficult • Items receiving equal weight should be of equal difficulty • Write clear directions and rubrics • Provide examples for each format • Write more items than you need

12. Guidelines • Avoid sequential items • Take your test as a student before finalizing it • Make the test easy and fair to grade • Develop practice tests and answer keys simultaneously • Specify the material to be tested to the students

13. Guidelines • Acquaint students with techniques and formats • Administer test in uniform, non-distracting conditions • For subjective formats, use multiple raters whenever possible • Provide timely feedback to students • Reflect on exam without delay

14. MCQ Format • For testing of main idea in a text: • JR (just right): the correct answer Distracters: • TG (too general): option too broad • TS (too specific): option focusing one detail in the paragraph • OT (off topic): reflects an idea that is not developed in the paragraph