Getting Away from the “Traditional Test” Format

Most teachers like to use multiple choice, T/F, and matching on tests. It may be easier for teachers to create; however, this does not really tell us if students really understood the concepts. Most look for answers that student have seen in the same section in their text/notes. The T/F questions leave students with a 50% chance of getting it right or wrong. Using short answers and essays, where students actually describe a process or how something works will show exactly what students know or are confused. For example, “Explain photosynthesis.”

Taking Group Tests
During one of my college education classes, a testing strategy involving giving group tests was discussed and was actually used. At the beginning of the semester or school year, students are placed in groups, if not already in one, and are allowed to complete the test together. This takes most of the test taking stresses off the students.

The first test, students can use each other, notes, and textbook to complete the test within the class period. The second test, students use each other and notes. The next test, students only use their group members. Finally, students are taking the test on their own. Group tests would work great with difficult concepts such as DNA replication process, cell division, photosynthesis steps, etc.

I am not sure if would tell students that its group test or not until the day of. Since some might not even study, just relying on the rest of the group for the answers.

Reply if you have any thoughts or opinions on this issue

Tags: Format, Group, Test, Tests, Traditional

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Comment by Tracy Matozzo on August 16, 2009 at 9:30am: Hi Christina,
I have also used a similar format in my class. I teach English (senior level) and I have assigned group papers that sort of replicate the research methods approach where students form a hypothesis about a piece of literature; they debate the merits of the hypothesis and then they must prove/disprove with evidence from the text and from at least one other reputable secondary source. The group takes notes; their is a scribe; a researcher and an editor. The students help create the rubric and ALL of the work is completed in class. I conference with the students and at least one group fails to meet the deadline because they may mess around, but the papers are thoughtful - insightful- and based upon collaboration. However, there are many teachers who do not like this approach at all because they feel that students should work independently, but I disagree.

I think you should always let students know that there is a possibility that the assessment may be based upon collaborative efforts - without saying there is a group grade.