Should teachers create their own tests and assessments?

 

        

          There is always an argument between teachers about which test is best, is it the test created by the district, the textbook publisher or the one that was created by a teacher? When I started teaching, I was a big supporter of district created tests, as I thought that testing should be completed by a team of professional experienced teachers and coaches, or the testing should come for a designated organization like SAT testing or AP testing. I think the main reason for this feeling is lack of experience, as a novice teacher creating an authentic assignment with accepted validity and reliability was overwhelming. Let alone that test will be used afterwards to create a remedial plan for my weak students and enrichment activities for higher achievers, it seemed like a challenging task.  

        Now, after 13 years of teaching experience and master’s degree, I am more aligned toward using teacher created tests, as I believe teachers made assessment are crucial part of students’ learning. Gaining experience helped me to create and use assessment in ways that support my students’ learning and allow me to reflect on my teaching practices. Jovanovska explains why this type of assessment is important as “it provides useful feedback to both teachers (examiners) and students about the extent to which students are successfully meeting course learning objectives. It is also useful for teachers in developing the rationale for pedagogical choices in the classroom” (2018, p. 25).  

Why teacher made Assessments?  

        A unique feature about teacher made assessment is customized aspect of them, you can add accommodation to low achievers or ELL, you can also create alternative assessment for gifted students, or you can measure performance not only knowledge. This aspect is much needed when teachers are creating performance assessment. Marion and Leather (2015) define performance assessments as “multi-step activities ranging from quite unstructured to fairly structured. The key feature of such assessments is that students are asked to produce a product or carry out a performance (e.g., a musical performance) that is scored according to per-specified criteria, typically contained in a scoring guide or rubric” (2015, p.5). 

I will share with you the steps I usually follow to an assessment or a test:  

1- Identifying and determining the learning objectives and standards. 
2- Selecting the appropriate delivery method (Paper-based or online). 
3- Develop a rubric which will provide a clear guide for consistent grading and help ensure that the assessment is aligned with the learning objectives and standards.  
4- Create the performance task by listing the requirement, deadline and the assignment should be both challenging and engaging.  
5- Provide clear instructions and expectations.  
6- Administer the performance task with a small class first, then administer it with other classes.  
7- Evaluate the performance task by reviewing and grading student work. 
8- Analyze the results to identify the strength and the areas that need reteaching and use to improve future teaching practices. 
         Sometimes I would add more steps, in some cases I do not have a chance to administer my test with a small group but was shared with you is the best practices

  

 

 

 

 

 

 

 

 

References 

Jovanovska, J. (2018). Designing effective multiple-choice questions for assessing learning outcomes. INFOtheca - Journal for Digital Humanities, 18(1), 25–42. https://doi.org/10.18485/infotheca.2018.18.1.2 

  

Marion, S., & Leather, P. (2015). Assessment and accountability to support meaningful learning. Education Policy Analysis Archives, 23(7–11), 1–19. https://doi.org/10.14507/epaa.v23.1984.