P.O.W.E.R. Learning - Robert S. Feldman

Try It! Interactive Exercise - Constructing a Test

Contrary to what you might think, it isn't easy to construct a test. A professor's primary goal in testing is not simply to assess how well you've learned the material, but also to measure the quality of her/his teaching. Assuming the assessment was fair, clearly assigned, and valid, if many students weren't able to respond to the questions correctly, a professor might consider re-teaching a particular concept or chapter. It seems clear, therefore, that constructing a reliable and reasonable test is important. Is it reasonable, for example, to ask mathematics students to write an essay? Or, if a professor is looking for analysis and interpretation of a difficult piece of writing, will the test results be reliable if only multiple-choice questions are asked? Is it too easy for students to guess the answer if the primary assessment is structured as true-false? Each type of test has a purpose in assessing learning; it is the job of the professor to use the best type in eliciting the kind of response s/he is looking for.

As one way of understanding the purpose of different types of tests, put yourself in the place of a professor and try constructing test questions of your own. At your instructor's discretion, you may e-mail your questions to a classmate and have her/him answer your questions.

First: Read one of the selections listed below (links will open in a new window)

http://www.unhchr.ch/html/menu5/wchr.htm
Summary of intention to extend human rights initiatives around the world from United Nations World Conference on Human Rights

http://www.apa.org/monitor/may01/mindread.html
Article from the American Psychological Association on a new theory of mindreading ability and perception in children

http://www.businessweek.com/bwdaily/dnflash/may2001/nf20010530_300.htm
Business Week article on the effect of "denial of service" (DOS) attacks on computer systems

Second: Using the space below, prepare a mini-test on the article you selected. Follow the directions in creating the types of questions required.

Title of Article:

True-False-- Create two test items, one true and one false. Write each statement so that the answer isn't obvious, but requires the respondent to think about whether it is in fact true or false and make an educated choice. Be sure to indicate the correct answer next to each question.

Question 1:		True False

Question 2:		True False

Multiple-Choice--Create one question. Allow for four possible answer choices, making sure all are feasible, but that only one is exactly right. This is not as easy as it seems; it requires an understanding of the material and a construction of the incorrect answers so that they sound appropriate, and yet are erroneous in some discreet way.

Question:

Answer Choices (Indicate which answer is correct by clicking on the button to the left)
A.
B.
C.
D.

Fill-In-- Write two questions containing a blank space that must be filled in with very specific information. It is best to keep the expected answer to one word, or two at the most. The questions should focus on the major ideas discussed in the article. Make sure to put the blank space (___________) exactly where you expect the answer to be inserted.

Question 1:

Correct Answer:

Question 2:

Correct Answer:

Matching-- Create two columns of related information. Typically, one column consists of key terms, and in the other, their definition or explanation. For this exercise, list four terms and four matching definitions. If you are sending your questions to a classmate to answer, the definitions will be mixed up automatically when the e-mail is sent.

Term:		Matching Definition:
1.	matches:
2.	matches:
3.	matches:
4.	matches:

Short Answer-- Construct this question in such a way that it requires a brief response that is certainly longer than one or two words but considerably shorter than an essay.

Briefly indicate points that you believe would make a good answer.

Essay-- A well-constructed essay question lets the respondent know exactly what you are looking for. Be careful to choose words such as "analyze", "discuss" and "compare" depending on what you expect as a response.

Briefly indicate points that you believe would make a good answer.

Finally: In a brief essay, describe what you have learned by constructing your own test questions. Did the exercise help you understand the strategy involved in establishing correct answers? Were the questions more or less difficult to create than you expected? Would you pass your own test?

Your name:
Your e-mail address:
(Required if you are sending your questions to another student, and would like an e-mail response)

To send a copy of this exercise to your instructor, enter his/her e-mail address below.
Your instructor's e-mail address:
If you are sending your questions to another student to answer, enter his/her e-mail address below. The correct answers you have supplied will not appear in this e-mail.
Other student's e-mail address:

Click the "Submit" button below to send your questions. If you have entered your e-mail address above you will receive copies of all e-mails sent.

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