ASSESSING STUDENT LEARNING (read more: pp 187 - 198 in the JITT Guide)
WHAT IS IT?
Tests and quizzes are among the most prevalent forms of assessment instruments in use on college campuses. Whether summative (assessment of student learning at the conclusion of a unit, course, or program) or formative (assessments meant to provide timely and effective feedback during the term or class), tests and quizzes represent a key form of information for students and instructors about learning in the classroom (McKeachie & Svinicki, 2013)1.
Research suggests that while well-designed multiple-choice questions (MCQs) can be used to assess multiple dimensions of Bloom’s Cognitive Process Domains, most MCQ tools focus on lower-order skills like remembering and understanding (Momsen et al., 2010).
However, well-constructed MCQs can be used to assess higher-level thinking such as apply or analyze, by asking students to apply course concepts through realistic problems or scenarios (Freeman et al., 2011).
- of UCD students report being required to create or generate new ideas, products, or ways of understanding.
- report being required to recognize or recall specific facts, terms, and concepts (UCUES, 2018).
- “I enjoy classes more when there are many tests or quizzes that are less consequential toward my grade. This helps me because if I do poorly on one, it has less of an impact overall.”
- “I do better on exams where the open-ended questions are broken into smaller individual essay questions, instead of one long essay that requires me to focus on the composition, not just the content.”
- To ensure equitable and transparent assessments, how do you vertically align course learning outcomes to assessments and learning activities?
- How do you make sure your exams are valid (that questions actually measure the learning you intend to measure) and reliable (consistently measure the learning and distinguish between varied levels)?
- 1. List of all references in the complete JITT Guide.