Exams constitute the predominant form of summative assessment in undergraduate biology education, with the assumption that exam performance should reflect student conceptual understanding. Previous work highlights multiple examples in which students can answer exam problems correctly without the corresponding conceptual understanding. This…

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple- choice (MC) questions (evolution-related and…

Purpose: The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student's approach to learning and the teacher's approach to teaching are concepts that have been widely researched, few…

This work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and…

The in-class essay is not an effective means to assess student ability in a history exam. History teachers should instead ask short-answer questions in order to test what the American Historical Association calls "objective" knowledge: the ability to identify concepts, historical actors, organizations, events, and so forth. Such questions,…

This retrospective study compared the performance of preclinical medical students in the multiple-choice question (MCQ) and long essay question components of a comprehensive physiology final examination. During the 3 yr analyzed, 307 students had an average score of 47% (SD 9.9) in the long essay questions and 64% (SD 9.9) in the MCQs. Regression…

We investigated the use of quizzes administered prior to lecture (i.e., prelecture quizzes) and compared them to no-quiz control groups. In previous research, the success of administering quizzes after covering a topic (i.e., postlecture quizzes) was contingent on the quizzes and the subsequent exams being of similar level and content. However,…

"Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then…

Examines students' amusing responses to essay test questions, while maintaining that such responses can still give a teacher a better indication of what students are learning in the classroom than can objective tests. (HTH)

Outlines the importance of essay tests as a method of learning and discovery. Suggests ways of helping students approach essay questions, how to determine what information is necessary for a complete answer, and how to fulfill those requirements. (KEH)

Writing assessment essentially juxtaposes two elements: how "good writing" is to be defined, and how "good measurement" of that writing is to be carried out. The timed test is often used in large-scale L2 writing assessments because it is considered to provide reliable measurement. It is, however, highly inauthentic. One way of enhancing…

Describes the process of developing performance-based tests for elementary history and social sciences in California. Explores development of open-ended questions, examples of questions and student answers, and scoring. Discusses prompts such as categorizing, chronology, cause and effect, controversy, multiple perspectives, interpreting symbols,…

Compares the features, learning outcomes tested, reliability, viability, and cost effectiveness of essay tests with those of interpretive tests used in training programs. A case study illustrating how an essay test was converted to an interpretive test and pilot tested is included to illustrate the advantages of interpretive testing. (MBR)

Describes a novel approach to comprehensive questions in world history examinations. Recommends using current events as illustrative reference points for complex subjects such as nationalism, liberalism, and international trade. Students receive information packets on the events for several weeks and must relate the subjects to these events. (MJP)

Traditional tests fall into two categories, both of which have several advantages and disadvantages that need to be considered when determining the type of test to use. Constructed-response tests, such as essay tests, ask students to construct their own responses. Thus, students are required not only to recall but to organize and often apply…