Using Tests Creatively in Course Design

Schreyer Institute
for Teaching Excellence
301 Rider Building
227 West Beaver Avenue
University Park, PA 16802
Phone: (814) 865-8681
Fax: (814) 865-8659

104-105 Pollock Building
University Park, PA 16802
Scanning: (814) 863-2802
Testing: (814) 863-8116
Fax: (814) 863-2322

A Division of Undergraduate Education at Penn State.

If instructors are dissatisfied with the performance of their students, it may be time to consider changing testing strategies. There are a variety of models to choose from and it is possible to blend features of several strategies.

Common strategy

Many instructors give just one or two midterm examinations followed by a final examination. In this scenario, few other opportunities exist for students to submit work that affects their learning and grade.

Other testing strategies

Frequent testing or quizzing
Research evidence suggests that frequent testing with questions and tasks that stimulate "effortful recall" improve long term memory. A weekly test is being used in a variety of courses at Penn State.
Alternative approaches
Personalized System of Instruction (PSI) has been shown to have important advantages in terms of student learning and motivation. Students repeat unit tests until they are able to achieve a set mastery score. Between tests students review their test performance with instructors, teaching assistants or advanced undergraduate students. Prescriptions are given and students prepare for another attempt at the unit test if they have not yet achieved mastery.
Quizzes during class meetings
Unannounced or scheduled quizzes in class can improve attendance and student learning. The method of collecting student responses can be scan sheets, short answers on plain paper or personal clicker response systems available in some classrooms. The quizzes can be reviewed within the class meeting and scores can be added to grade books. Quizzes do not need to be graded as is common practice with Readiness Assessment Tests. A graded quiz may produce a higher level of student motivation.
Pretest and post test
A test given in the first week of class and then given again toward the end of a semester can give important course assessment information. Concept inventories use this approach to help determine course effectiveness. Concept inventories have been developed for the math, science and engineering disciplines. Others are being developed for statistics and biological sciences. You can examine a list of all published concept inventories. The Schreyer Institute has many of these concept inventories available. Contact us to see if one exists for your course.
Group testing
A number of Penn State instructors have begun to use group testing to improve student learning. After individuals complete and submit their test answers, they meet in groups to discuss the test and then either submit a group response or a second individual response. The individual scores are typically weighted more than the group scores but both scores count. Some instructors require students to confer in groups to a general question presented in class. Students write an individual response after conferring with their neighbors. Teaching assistants grade each response using a three point rubric. Each student’s score is coded on a scan sheet to be added to a grade book using scanning.