FIAE+B2+Chapter+6

Patrick Hurley Chapter 6 Synthesis
Chapter 6 of //Fair Isn’t Always Equal// is all about creating good [|tests]. In order to get a good understanding of your student’s mastery of the subject you need to have a good test. You need to give clear questions. Make sure your questions don’t have confusing wording that could be misinterpreted by your students. If your test has [|prompts], be sure to clarify exactly what you want that prompt to be about. Make sure you give them the length you want it, the content you, and how you will grade it. Another good thing to do when giving students prompts is to give them a choice, like chose 3 of the 5 questions, that way they can chose the questions they feel they can answer best. You need to be sure to give a variety of questions, whether it be multiple choice, true/false, matching, etc. This helps show the student’s mastery of the subject. Making tests efficient is another crucial things. This means giving the students a blank spot to write on for fill in the blank questions, or typing out true and false and having the student circle their choice. This will avoid any sketchy handwriting by students. Timed test make students panic and rush through the test, therefor not giving a clear picture of their mastery of the subject. Having fun with the questions was a big thing that people wrote about. Everyone thought fun questions made the test a little less stressful and helped them remember the information better. So be sure to add some humor into your tests. Another thing everyone talked about was the double recording strategy. This is having the students answer the questions on a separate piece of paper that is folded in half. They will write the answer twice, once on each half. They will then give the teacher half of the paper and keep the other. The teacher then gives immediate feedback so the student can see how they did. toc

Lauren Breton
This chapter specifically focuses on how to create high-quality test questions. The text goes into detail about different ways to ensure that the questions posed on tests are effective and are appropriate for students. One of the options that was posed was to make prompts completely clear, such as giving students a word count and giving them a list of options where they have to explain a certain number of them within their essay. The text also suggested letting students know how they will be graded so that they know where to focus their efforts within the essay. When I first read this, I felt that the assigned assessment was giving students too much information on how to complete it efficiently. As I was continuing with the reading, however, I realized that providing students with this much information was not giving them help as far as creating content; it was merely letting them know what was expected of them and enabled students to take the guesswork out of the evaluation.

Another aspect of evaluation creation that I hope to incorporate into my curriculum assessments is recording the standards that I am addressing at the top of my evaluations. This would be incredibly beneficial because it would make sure that students know what the material they are being tested over relates to and how it applies to the standards the we are all required to meet. In addition to the benefit that this could have for students, it would also be a great way for me to ensure that my assessments are truly focusing on the standards that my unit was based upon.

Lauren Scheidegger
Chapter six of “Fair Isn’t Always Equal” by Rick Wormeli was all about creating a good test. The first thing to keep in mind when formatting a successful test is to include a large variety of questions types and prompts. Also it is a good idea to make things efficient for the student, for example when you give a student a true or false question don’t make them write “True” and “False” twenty times. Instead have “True” and “False” typed up under or across from the question for the students to circle. Making sure that nothing is confusing or purposefully “tricky” is another thing to watch out for, especially when dealing with students from fifth to tenth grade. All the prompts in a test should be clear and not too vague. When planning a timed test be very careful. Students may get frustrated or nervous.

Another suggestion in the chapter was to have students write down their answers on a separate piece of paper that had been divided into two columns. They would write their answer down twice, one in each column. Then at the end of the test they would hand one side in and keep one for themselves. This would allow teachers to give all students instant feedback on a test without having to bring them all home and grade them first. There are some clear benefits as well as some draw backs that would need to be addressed.

As a future teacher I know I will probably give out a few tests, and reading all the information in this chapter will probably help me avoid some mistakes. The chapter also mentioned that it’s okay to “have fun” which I saw as a relief. This chapter gave me great insight into the world of test crafting, and I hope to remember all of what I’ve read. The information that I found most valuable was all the details on creating effective prompts and making sure questions test what you want them to.

Rachel Joiner
This chapter has provided many helpful ideas for creating tests, and making them work for both the student and the teacher. One thing from this chapter that I learned was various ways to make tests efficient for students. Some techniques I learned from this chapter were to have students circle a “T” or an “F” instead of writing the letters in. This can avoid problems with reading handwriting. Also, keep matching parts of a test all on the same page and at about eight items or less. This is something that might not have occurred to me while making tests, now I am aware of ways to help my students. One thing I really liked from this chapter was how it discussed the idea of not using timed tests. They suggested that giving a time test can misrepresent student’s abilities, and may not provide an accurate picture. As a student, I always found time tests difficult, because I always wanted to take my time and thoroughly answer the questions. With timed tests, I always felt pressured. I was glad that they included this in the chapter, because I think it is something all teachers should consider while making tests. I believe that students would perform better without the restriction of time. I really liked the section where they talk about including some fun in the test, such as using students name or inserting puns or humorous statements. I thought this was important information to consider as a teacher. I feel as if we would not always keep this in mind when creating tests. By making the test a little, more fun students can relax a little and get a laugh. As a teacher, this is something that I want to make sure I include in my classroom.

Kevin Lind
The main point of chapter six in this book is to show how to write effective questions. A strategy that I read in this chapter that seemed particularly good was making tests that allowed for immediate feedback. By allowing students to see what they can improve on as soon as possible, teachers can give students that much more time to hone their skills. This important bit of information will help me substantially in the classroom when I’m trying to grade papers.

Another major point in devising questions that stood out is the idea that questions should be as straight forward as possible. This point caused me to think of all the true or false questions I got wrong because part of the statement was true, while part of it was false. There is no real need for teachers to ask questions that trick their students. As long as my students are able to know the necessary information in order to complete each standard, they should be all set.

One idea that I particularly enjoyed was using a pattern for some of the answer on a test, but then randomly switching the pattern. Just using a pattern throughout the entire test doesn’t really show that students understand the information, so changing the pattern suddenly will cause them to think more about their answers. This is a strategy that I can definitely see myself using as a teacher to effectively assess my students understanding of the material, and also to make grading easier on myself.

**Samy Tracy**
Creating good test questions seems easier said than done. This chapter helps teachers figure out how to make quality test questions while also assessing the students in a way that does not confuse or intimidate them. The part of the text that I really agree with is making the test fun. I feel like I personally always do better on tests that my teachers made fun, I also remembered the information better too. I feel like tests that have a humorous side are beneficial, rather than if a test that was dull and bland. Another key fact that I would incorporate into my classroom is to not make questions difficult to answer. Have a clear language and ask specifically what you want, do not try to beat around the bush or confuse the student by trying to trick them. That is just setting them up to fail, rather than helping them learn. This method does not really show how well students have retained information; it just shows how well they can read their teacher and decipher what the question is trying to say. And also, in my opinion timed tests are just stupid. There is more stress put onto students during timed tests because they are more worried about how much time is left rather than the actual material covered. SAT’s are the most stressful tests for students mostly because they are timed and if you do not finish a section in a certain amount of time, then you are out of luck. Keep tests fun, the questions simple and right to the point and do not time them and you will have great tests that your students can more easily show how much they knew of the material.

Alyssa Amari
Chapter six of //Fair Isn’t Always Equal// offers several ideas for creating good test questions for you students. The first tip is very obvious, and says to use a variety of test questions; matching, true or false, multiple choice, essay, definition, etc. are all way of splitting your tests into different and more bearable parts. Next they talk about making tests efficient for you and your student. Design the tests in a way that at easily read by your students, and design them in a way that they will be most convenient for you to grade as well as a way to give quick feedback. Make any writing prompts clear, so students will not have to guess what is on your mind and avoid confusing negatives. Keep the tests short; requiring a student to do fifty problems of the same type is too repetitive and exhausting, and having tests times can make it stressful for them. Look through your questions and see what common errors are possible so that you can either discuss them before the test or include them as possible answers. Design the tests so that you assess what you want to assess, have questions that include things students have experience during class, tier when needed, and format them so they are more efficient for grading. Also, tests are not only for an end of the year summation to see what your students have learned, you should provide ample opportunity for students to have more frequent tests. These methods are all things that I would like to incorporate into my test making processes. I think that these ideas will create more efficient tests for both my students and myself. I want to see what they have learned, but I want to do it in a way that they can actually show me. I thin this will impact all of my students because they will have tests that are of variety, and this will hopefully increase their success rate.

Morgan Ware
Chapter 6 talks about how to create good test questions. It talks about using variety of questions/prompts like matching, true/false, fill in the blank, multiple choice, short answer, etc. All of these types of questions make test better qualified to test the students’ mastery of the material. Good test questions require students to manipulate the information to show that they really understand they information. Teachers should make it efficient for students. For example, provide a t and an f for students to circle so there is no issue with reading handwriting. Teachers should also try to double record the text answers. Teachers would have the students write the answers done twice. Teachers should also avoid confusing negatives in questions. There are many other things that are talked about in Chapter 6 about how to make good test questions. I want to include these types of questions into my tests and quizzes to properly assess how my students are learning and what I need to do to change my curriculum to better teach my students. Also I want to create my test that make it easier for my students to take and that are easier to grade so I can get them back to my students as soon as possible.

T.J. Hebert
Using a variety of questions types on tests is one of the better ways to assess what level of mastery a student has achieved. Mixing traditional questions, such as, multiple choice or fill in the blank with non-traditional questions like, analogies or diagrams can be effective in determining mastery. It can also help the teacher identify learning styles by determining which students did well on which question type. Only well written and effective exams should be graded, otherwise they should be used as an assessment tool. An effective test is one that is efficient, clear and concise, short, and leaves little room for student errors. Of course the questions should assess what you want to assess from the students and are relative the unit material. Tests can be an effective way to assess learning if done well.

I am not a big fan of testing for several reasons. When a student is told they have a test, anxiety almost immediately sets in. They start studying to find answers instead of understanding. Students should not be panicked about learning material; they should want to learn it and understand it and be able to apply it. It is very difficult to determine if a student has reached understanding and capability of applying the information in real world scenarios. This is why I prefer performance tasks or projects, reflections and discussions; they are much more in depth and allow the students to apply their knowledge. They are much more thought provoking and instill a deeper understanding. Not to mention much more fun then cramming for a test then sitting in a silent room answering questions on a piece of paper. I am not saying that I will never use a test, but if I do it will not be traditional and most likely will not be scored but graded based on effort.

Megan Millette
Through Chapter 6, Wormeli discusses test questions. It is important to have both traditional and non-traditional questions in your tests and prompts. This is a good idea for educators to do because it adds variety and allows students areas they struggle in but also areas they excel in. Using many questions also allows the teacher to see how well the student is mastering the subject. Wormeli discusses efficient test questions next. As a student, it is better when my professors have efficient questions because they are straightforward and not as commonly misunderstood by me or another students in the class. As a future educator I see this and think it will probably be the same for my students so it would be better for them if I mastered the efficient question sections. Wormeli then discusses the idea of making clear prompts. As a student studying to be an English teacher, it is crucial for me to learn the proper way to word prompts. It is good to have clear precise prompts that don’t sound too opinionated. I want my students to have a clear understanding of what to do on the prompts and to be able to pick a topic on their own so they can discover their own thoughts. Wormeli was right when he said add some fun into test questions. This could be as easy as taking things that students are interested and incorporating it into the questions. This area would be a good spot to use examples that cover the intelligences, for instance relating the size of two trees, which would be for the naturalists in the class. Having a fun variety makes the test less tense for the students and the teacher. It is also good to have your questions assess what you want to assess. All these as well as the other aspects of testing Wromeli bring forward could be very helpful in the classroom.

Patrick Hurley
When making tests be sure to use traditional and non-traditional questions and prompts. Mix forced choice responses constructed response questions. Having a variety of response types helps us see of the student’s level of mastery of the subject. Make it an efficient test, like if you have true or false questions give them a t and an f to circle so they aren’t able to try and make a shady t that also looks like an f. Try putting the blanks at fill in the blank answers towards the end of the sentence to avoid confusion. Be sure to write clear prompts to avoid any misinterpretation. Keep the questions short, you don’t need 10 questions about the same thing. Try and avoid timed tests, some students take longer to do tests and forcing them to rush doesn’t give you a good idea of whether or not they have mastered the information or not. Try and make fun questions to keep the test fun. Make sure all questions are relevant. Use a series of smaller tests over time. Using tiered questions is always a good idea. Tests are essential in the classroom to make sure everyone has mastered the subject. Making a good test is necessary, you don’t want the test to be irrelevant. The questions need to be clear and precise. Adding some fun questions is also always a good call. I am slightly nervous about making tests, I often have a difficult time wording questions, so I will need to pay close attention that my test questions make sense.

Matt Roy
Keeping with the flavor of assessments and how to create appropriate and effective assessments, this chapter is the first one that actually touches on the idea of exams and quizzes. More specifically, Chapter 6 focuses on how to create fair and effective test questions. This chapter really covers all of the bases when considering what questions should be included in a test. Clarity of questions and prompts, length (time), response style, including common errors, include humor and taking care to ensure that questions are testing what you want to test are all covered in this chapter. The most interesting point I saw in the chapter was the double response idea. This idea has the students fold answer sheets in half and record the answers twice in the space provided on both halves. When the assessment is finished, the student then tears the answer sheet down the middle, giving the teacher one answer sheet to grade while keeping the other half to reference back to. Once the answer sheets have been submitted, the teacher will then go through the answers to the assessment and the students can follow along with the half that they kept. In this method, feedback is virtually immediate and therefore is very effective for students (seeing as prompt feedback is a must). This technique will only work for multiple choice/true-false/fill-in the blank questions and not essay/short answer questions but I still think it could be an extremely useful tool for me in the future. I especially like the idea of immediate feedback, worst case scenario (if the exam does include written responses) the teacher can at least go over the multiple choice to give everyone a general idea of how they did.

Simone Thiry
When I think of assessment, I usually think of testing. It brings up memories of the many and varied testing situations I have been involved in as a student. The text brought up several components of creating test questions that I had not previously considered. The strategy of ‘double recording’ asks students to write down their answers twice, to hand in one copy and keep the other. This allows teachers to go over answers to the test immediately, before grading, so students can self-assess and learn from their mistakes. The chapter also suggests using multiple types of questions, and not all the same type. Another important thing I learned from the chapter, was the necessity of making tests clear for students. If I am testing students on how to solve 2-step equations, I don’t want them to get tripped up by confusing language or questions. The point of testing is to assess student mastery of the material, and thus, everything that could inhibit students’ ability to show that should be avoided. Similarly, strictly timed tests that provide a limited amount of time for students to work can cause stress for students who are worried about time, and the ability to excel on a timed test is not a transferable skill for most real-world activities. I also appreciate the inclusion of asking students what they thought would have been on the test, and how they would have answered it. This shows that they studied and thought critically about the material, and always made me feel more successful as a student. I hope to create tests that are clear, interesting, and low-stress for all the students in my classes, and to implement processes of tiering and fair assessment in my classroom.

Emily McGee
Wormeli explicates the importance of asking good test questions for good assessment of student’s learning. He advises that both traditional and non-traditional test forms be used in conjunction with one another for optimum student performance. He states that by mixing forced choice options with constructed response questions, and even diagrams, students may be given a different chance in working with their individual proficiency. Wormeli advises teachers to keep tests short and make prompts clear by avoiding confusing negatives, clarifying what specifically is expected, suggesting minimum number of examples needed, and how much each question or section is worth. He advises teachers to make tests authentic to the instruction they have given, thereby acting as a reliable indictor of what the student has experienced.

I believe it is important to test in a manner that doesn’t intimidate students or make any student feel unsuccessful, they should simply act as checkpoints for student and teacher evaluation and assessment. I like the idea of keeping them short and giving them often, thereby keeping them more focused. Wormeli recommends that teachers include student reflections at the end of tests both for self-assessment, unit assessment, and as somewhat of a freebee on the test. I think this is an awesome idea because you have the student focused on specific learning so it’s the perfect time to see how they felt about it and what they feel they know. Perhaps their reflections might show that they felt very confident in the material, but the grade they receive shows otherwise, which could stimulate talk between the teacher and student about what needs to happen.

Mike Kahler
Chapter 6 covers different forms of questions that can be utilized to make a test that is both differentiated and fair. The first advice that the book gives is to mix non-traditional questions and prompts with traditional questions and prompts. For example using multiple choice questions in is traditional, but mixing in analogies is non-traditional. This makes for a better test. Also mixing in forced choice responses with constructed response items makes for a test that truly tests the mastery of your students in the field you are studying. Another aspect that is essential is making the tests efficient for the students that re taking it, as well as yourself for grading. For example putting a “t” and an “f” to circle for true/false responses makes the students answers clear fr when you are grading, and takes away the time that it takes away for a student to write “true” of “false.” putting matching items on the same page, as well as the word bank for fill-in-the-blank questions also does this. Avoiding negatives also is effective in helping the students succeed. Questions that are clear makes it easier for them to show what they know. Clear prompts that are not too open ended are also effective because the less students have to guess about what is being asked the better they can perform. Keeping the test short is also a good method. You do not need to go overboard and make your students answer too many questions on similar material. Their mastery will be clear with only a few. Common error questions that offer similar terms as answers are effective in getting students to prove their understanding. Finally make sure you teach the same way you test. Don't go changing formats just for the test, and make sure that your testing what you really want to test. You need to make sure your test reflects the goals of the unit or else they are useless. Lastly make your format easy to grade. The is no use making things harder on yourself, and this will also make mistakes less common.