After spending several hours more than I had hoped working on a test (two of them actually) this week, in addition to redoing a lab students found online (and yes, copied), I revisited Brown Et al. (“Make it Stick”) to keep me motivated

Brown Et al suggest the following question and suggestions in regards to the test structure-

Does the test measure skills in an authentic way, and am I allowing students to keep the test, so as to learn from their mistakes?

First, I hope to measure content AND skills-if I am asking students to identify bones of the skeleton, for example, using markings on bones, a multiple-choice test might not be best, so I opt for a pile of bones and several identification questions to accompany the bone search.

Second, I want them to learn from their mistakes, so it makes sense not only to show them a “high quality” answer, but also a “low quality” answer (all personal identifying features removed, of course)

Finally, I want them to use the test as a study tool, to reference and improve upon, so I let them keep their test, and I may not even add the numerical score (they can use Moodle for that), but rather several guiding and perhaps encouraging comments or other markings.

I admit to not being appreciative of the extra time it takes to set up a skills and content-based test, nor of redesigning tests every semester (in addition to labs!), but I have appreciated the results and students have as well.

Just a thought…