Designing tests

Designing Tests

This entry will present a personal reflection from the chapter read.
Testing is a tool used for all teachers to evaluate students' learning process. But, even having a good test, there are some factors that can affect our students' performance. 

Designing effective tests required the principle of practicality, reliability, validity, authenticity and washback. With all these elements, we will ensure that tests are well-designed and our students will be asked to respond the appropriate content. But, answering a test causes different emotions on our students. 

There are several situations that can emerge the day of an exam. The first element would be anxiety, which can block students' minds and even they had studied this feeling will not allow them to perform in the same way. Another element would be personal background, which could be related to social or economical issues of the learner. Taking a test while there was a huge fight at home the day before will affect students' scores. Finally, I will mention that the presence of ambiguity on tests will generate confusion on the learners, but this issue can be solved giving clear instructions and solving all kind of doubts in exams.

All the elements mentioned before are present while learners are taking tests. Excepting for the final aspect stated, the others are big dilemmas when teachers have to give a score or grade. How can we as teachers deal which such problems?

Teachers and students perceptions regarding portfolios

What should we avoid in assessing portfolios?

Portfolios are tools that allow professors to use an innovative technique of assessment fostering students' responsibility, motivation and learning. Nevertheless, if teachers do not establish specific criteria and plan carefully how to assess a portfolio, it will come up an unwanted result.

According to Soruç, "...an incoherent and disorganized alternative assessment tool may progressively reduce students' enthusiasm and enervate portfolio's authenticity and tendency to promote autonomy of learners". Portfolios that are not well-planned can turn up into impractical exercises. In order to avoid this impracticality, several aspects should be considered: time, objectivity, trust, teacher's knowledge about portfolios, carrying out the material, and finally the content of the portfolio. (Soruç, 2011)

Teachers should include the use of the portfolio in their curriculums giving appropriate time to work in class. This does not mean, that all classes will be used to work portfolios, but unless there should be two hours per week in my opinion. Also, the importance of considering assignments will help to students not feeling overwhelmed by much work. 

Establishing criteria will avoid subjectivity in grading. Some teachers tend to grade just by remembering the student's behavior and commitment, giving no chance for students to improve their works. Even though, it is difficult to think that a students can change their attitudes, motivation can change these perspectives towards school. A grid will avoid such subjectivity being fair enough with all of them.

A portfolio should be used as a tool to check students' learning process. Grading is necessary but it is not the main goal of this assessment. There will be students trying to do plagiarism and cheat, but once students understand the real value of this exercise and teachers show interest in their processes, this view will change.

Teachers that decide to carry out such technique should have enough and clear knowledge of this. Assessing portfolios requires organization and objectives to achieve a successful exercise. Also, arranging the closest place to keep portfolios will reduce teachers' work.

Finally, the content of the portfolio should be negotiated. Both parts, teachers and students, should participate in the selection of what is going to be included in portfolios. If only the teacher decides the content, student will feel impositions on their works and lack of motivation.