Chapter six focuses on ways to keep testing up to par. I enjoyed how this chapter made a point to state that tests should not be used to push content down the students’ throats. I like the idea of making tests easy to answer because I think, as long as they’re proving they know the major ideas, students should be able to get through assessments without much stress.
I like the idea of combing forced and constructed response because it allows you to distinguish between learners who have memorized facts and those who have grasped the main ideas. When I think back on tests I’ve taken with both of these being used, generally I’ve felt that I was really expressing what I had learned.
I also like the idea of not trying to trick the students during the test. Using clear language, highlighting key words that could change the meaning, and other little things like that can make all the difference for students. I think along with that should be the idea that students should be allowed, if they misread something, to see you promptly and give the correct oral response, if it’s a constructed response. I thought it was interesting for the chapter to suggest using clear language, but then to suggest that using common errors could be equally beneficial. Although I agree with that idea, I feel like that was almost a contradiction, but I liked how they suggested informing your students if you decide to use common errors.
For the most part I felt like this chapter really helped build and clarify what I already knew about making effective tests; in other words, it was extremely helpful.
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