Student Generated Test Questions
Thanks to Pamela D. Korte, Professor of Nursing, for today’s tip!
In my PSY 270 Foundations of Animal Assisted Therapy course this fall, I used the technique of student generated test questions to assess student learning about the first module of study in the course. I was pleasantly surprised and rewarded by the student generated test questions that I received. I included the student questions on a study review sheet to help in preparation for the course examination. I had each student generate their own test question. The reference for this classroom assessment technique was
Angela, T. A., & Cross, K. P. (1993). Student Generated Test Questions. In T. A. Angela, & K. P. Cross, Classroom Assessment Techniques (2 nd ed., pp. 240 -243). San Francisco: Jossey-Bass Publishers.
Student Generated Test Questions is a great way to find out what students consider the most important or memorable content. The information not only provides direction for teaching but also alerts the faculty member to accurate and inaccurate assessment of how well the students know the material and the student receives feedback from the faculty member to refocus their studying. The test questions that are generated can be used in reviewing for tests and faculty members can modify the students generated test questions to be used on a future exam in the course.
The pros to this classroom assessment technique are that students learn what course material they understand and what course material needs further review and study. When the students contribute their test questions they are unwittingly beginning to prepare for the upcoming examination. A few challenges to this classroom assessment technique is that most students do not have any experience writing test questions and the quality of the student generated questions will vary.
It is very important to decide what type of questions on what specific topics you want the students to generate questions. Explain to the students what you want them to do, why you want them to do it, how the questions are specifically going to be used, when they will receive feedback and how developing a test question and receiving feedback will assist the student to prepare for and perform better on course exams.
I reviewed the questions, developed a review sheet of questions based on their questions and provided individual feedback on the test question rationales when the student had inaccurate information. The students found this assessment activity very helpful in preparing for the exam and I found it very helpful in assessing how well the students had learned the critical course content.
For a wonderful form Pam used to focus the student on the material needed for the student generated test question, write to Pam at: <mailto:pkorte@monroecc.edu>.
Julie Damerell
Transitional Studies
10/29/2009 |