25 Test Writing Strategies to Assess Fairly and Authentically

In an effort to reduce student frustration, boredom and anxiety, I have tried to almost 25 years to develop alternative methods of instruction and testing. As teachers, we need to assess learning in individual students, but traditional methods have often failed even to show what students have learned, not to mention that traditional testing produces a lot of concurrent problems of its own. I agree with the old maxim: Tests assess a teacher, not the students.

First. let's look at some misnomers and preconceived notions about testing.

All students respond to material in the same way. (There are variables which affect how one student responds at any given time; the differences among groups of students is multiplied exponentially.)

Students can be held up to a standard and measured on how they respond. (Who set the standard? How was it set? What about individuality, personal experience and environmental conditions? how much of the standard is based upon opinions?)

Students can not work together and share ideas and learning on a test; this isn't fair. (Why can't students pool information? We want them to work as a team in the work world, right? And why is it unfair when each student brings her own perceptions and skills 'to the table'?)

Tests accurately reflect what a student remembered or learned about material. (Tests often don't even accurately reflect what was taught, let alone what students remembered.)

All information covered in class is equally important and should be remembered and understood. (First of all, this is ludicrous; second, we must teach students to prioritize and mentally catalog material. Third, students need to see how information is sequential and builds upon each other. Fourth, no one can remember everything he's read or heard.)

How can we write meaningful tests that give a clearer image of what the student has actually learned or gained from material? Here are 25 quick tips for effective test writing.

Teach what you want students to learn.

Tell students what you will expect them to remember for the test.

Don't weight tests so heavily into the grade. (Tests should account for no more than 10-20% of the grade.)

Give shorter, more frequent quizzes as opposed to occasional big tests.

Test on material you have recently covered.

Don't test after a major vacation.

Don't test on Monday.

Assign projects as opposed to tests.

Explain the test beforehand.

Don't play 'guess what I am thinking'.

Ask students to list details that they have remembered that may not be on the test. Give credit.

Allow students to choose which parts of the test to complete. (For example, allow them to skip any one part of a five part test.)

Choose a variety of questions and response to demonstrate learning. This helps students demonstrate their individual learning styles.

Write in some open-ended questions.

Write some application, analysis, synthesis and evaluation questions.

Draw graphic organizers to fill in (use the same paradigms or graphics that you used for instruction.)

Read difficult parts of the tests aloud. This will reduce confusion.

Do not time the test. (except for speed drills in math,etc).

Give each student a choice of two days and times to take the test. Choice helps responsibility, but also shows that you are what may be going on in their life.

Do not test when you have to be gone and have a sub.

Organize your test dates and put them on your syllabus.

Assign a study guide which is an alternate version of the test.

Don't pull surprise attacks. You won't get students to pay closer attention, only to hate your class.

Never use a test as a punishment.

Serve a snack on test day.

Check out my article on 'Writing Directions, Assignments, Questions and Tasks for Student Success'

This list should help to build student confidence on tests and reduce anxiety.