Fair Isn't Always Equal Chapter 6

Chapter six is dedicated mostly to instructing teachers how to design good tests using various types of questions. The first understanding is that all test questions should be clear and fair for all students and that teachers need to know how to design effective, objective test questions. The chapter begins with examples of why the standard multiple choice questions are not always the right fit for tests because there are cases when two choices can fit the answer and then it merely becomes a guess on the student's part. It is also true that multiple choice questions do not assess the student's knowledge and skill, or demonstrate how they can apply that knowledge and those skills to other situations. The author also warns teachers about True and False questions because the answers are not always clear. If true and false questions are going to be used it is important that teachers avoid double negatives, long questions and trivial details Because not all students have a highly developed verbal intelligence, it is important to use varying types of questions on a test, such as using diagrams, pictures, maps, writing prompts and sometimes even doing oral exams. All questions should be to the point and straightforward, without giving students the answer. The chapter also discusses why sometimes a few smaller tests are better than one large exam. With shorter exams it is easier for students to focus and they do not have to study as much material, which allows them to really delve into what they are studying for because they will not feel the need to simply memorize. It does not take a rocket scientist to create good test questions!
The general concensus from Practicum Block One is that Chapter Six was very helpful. Mr. Libby writes, "I never really thought of myself as a test writer" and Miss Mitchell said she "had never even thought of what seperates a good test question from a bad one." After reading the chapter many of my peers claimed that the chapter gave them "plenty of ideas for creative test questions," says Mr. Aceto. Many students agree that tests are important and Miss Bubier suggests makes the point that "students have to take tests for things outside of school, both written and in other forms...it is a disservice to students to avoid giving tests." Most everybody agreed that it is important for all questions to be clear because, as Miss Marshall puts it, "tests can make or break you". After reading and learning about forming good test questions, a lot of Block One students took a look back to their own education and experience with test taking. Mr. Carroll remembers his high school English teacher who always managed to create the "worst questions [he'd] ever had" and Mr. Bates commented on how one of his teachers used true and false questions effectivly by having students write out the words rather than a T or an F.

Here is a link for some quick tips on creating and GIVING test in effective ways.