9/10/2010 Suggestions for Teacher-made Tests

Suggestions for Teacher-made Tests

Test scores may be used for a portion of the students mark When teachers make up tests, some of the following
suggestions may be helpful:

Tests should be balanced among the following:

short answer/paragraph answer
words/pictures/maps/diagrams/etc.
easy/difficult questions
factual knowledge/application of knowledge
knowledge/skills

1. As much as possible, test questions should be given within a meaningful context. Rather than Try this:

Rather than: Try this:

Name the continents and oceans.
Define the following:
Mark the following true or false.
Answer the following questions:
Name the continents and oceans as shown on the
map. (Provide a clear, uncluttered map with
continents and oceans numbered.)
Read the following sentences. Tell what axis each
underlined word means. You may use sentences,
phrases, examples or diagrams.
The earth rotates on its axis.
Mark the following true or false. For the false
statements, rewrite them so they are true.
Write 2 questions that you have about the following
topics:
or
Describe how you have improved in a skill while
doing this unit.
or
List 3 things you have learned, what you enjoyed
most, etc.

2. Students should not be penalized with a low mark in Social Studies because they are weak in reading or
writing. These students may be assisted in one of several ways.
The teacher might go over the test beforehand and read and explain each question.
Tests could be done in small groups or with a partner.
The teacher might form a small group during the test and quietly read each question with the group,
allowing time for students to write their answers or give them orally.
In some cases it may be appropriate for some students to have a tutor coach them beforehand.

3. The teacher might choose to use a format dfferent from the conventional test. For example:
Make up a test that has as many questions (or groups of questions) as there are students in the
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9/10/2010 Suggestions for Teacher-made Tests
class. Tape or place each question on a student!s desk. The students are given 30 seconds (?) at
each desk to answer the* questions and rotate at a signal given by the teacher. The studenti'
responses are written on a sheet of foolscap that has been clearly numbered beforehand. (Students
should be reminded during the test to double check the numbers of their questions.)
A variation of this is the use of testing stations where a variety of materials are set up, and a group
of students would answer a set of questions or respond to some directions.

This type of test has a number of advantages:

It allows a teacher to use pictures, news articles, special maps, artifacts, library books, etc.
The students all finish at the same time.
If the answers are straight forward, it could be marked by the students immediately after the test.
Answers could then be discussed along with the maps, artifacts, etc. that were used.
It may be advantageous when testing for sIdU attainment (e.g. using an index, locating a book in a
drawer from the card catalogue, accessing on-line information, interpreting a legend on a map, etc.)
The students enjoy the change.

4. Students may be given the option to earn marks in alternate ways. This particular r the students and
teachers curriculum, fo example, would be conducive to having design and carry out various long-7term
projects.

5. Test questions should test only the knowledge, skills and understandings that have actually been taught.

There should be no surprises when it comes to student evaluation.

Students should always be aware of evaluation criteria and procedures.

They should have a role in the evaluation process.
They should receive regular feedback as to "how they are doing.

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