Open Book Exams

1. These are most often used in classes where students need formulas, tables, or graphs for finding solutions to problems.
2. The value of an open book exam is that students must demonstrate that they know how to use references to solve problems rather than memorizing information.
3. These exams reflect real life situations better than in-class tests.
4. Students generally do not prepare as well for these tests and, given that the test is still timed, students do not necessarily perform better.
5. There is no evidence to suggest an increase in achievement from using this type of test.

Oral Exams

1. Oral exams are so time-intensive that they are only used at the graduate level or in special situations.
2. The reliability of oral exams is not high due to uncertainty of whether an adequate assessment of a student’s knowledge can be gathered in a certain period of time.
3. Students have little training in this type of testing and may have greater anxiety.

Take Home Tests

1. These usually include extended essays that ask students to integrate and synthesize material and apply knowledge to contexts other than those found in the lecture or text.
2. Students can explain and explore ideas and material more thoroughly.
3. There are no time constraints and these usually result in better-written responses.
4. The test questions rarely sample all of the course material, this results in student focus on only specific parts of the course material.
5. Research indicates these are not adequate substitutes for in-class tests.
6. They require more grading time.
7. Students are often unsure on how thorough to be, how much time to spend on each question, and how many words to write.

Retakes of Tests

1. Research indicates that allowing students to retake tests one or more times does result in better learning, lower test anxiety, and gives students an opportunity to learn from their mistakes.
2. These eliminate the need for make-up tests.
3. They require the instructor to have a large “test bank” of items to develop equivalent tests.
4. The grading time increases as the number of tests increase.
5. Students may not prepare as well for the first test. However, weighting the two tests together to arrive at a grade can solve this.

Collaborative Testing

1. Groups can teach each other, especially when they disagree on an answer
2. Unprepared students do not get a free ride (Murray 1990) Groups will not carry students that are unprepared.
3. Knowing students can discuss with each other to solve problems allows for the use of higher level thinking questions.
4. Knowing that the groups are balanced for ability and aggressiveness.

Paired Testing

When the first few questions are answered individually and the last questions are answered by discussing them with a partner.

Although each student submits his or her individual test answers, the collaboration can lead to better understanding of the course material.

Other Forms of Testing/Assessment

1. Performance Tests –Checklists and Rating scales
2. Journals—Multiple entries per week
3. Portfolios—a semester’s view of progress

Faculty wanting further information about any of these topics are encouraged to contact Terry Doyle at doylet@ferris.edu

      Under Construction -- Watch for Updates