Question 1

What Are the Characteristics of a Good Test in Education?

Accepted Answer

What is a good test in education? It is an evaluation through which teachers measure learners’ abilities and points of weaknesses and strengths. It gauges their knowledge in the field of study and provides both sides with real feedback. A good test should ensure that learners are ready to move to the next step whether this step is a high school, college, or even the military.   In our previous event, the first free online webinar, “Ensuring Effective E-Assessment for Higher Education,” Qorrect e-assessment team, discussed the complete cycle of a good test in detail focusing on higher education examination. The team discussed how to analyze, design, develop, implement, and evaluate the phases that together comprise the e-assessment life cycle, going through the e-assessment life cycle and its importance to higher education, edtech role in the evolution of the digital assessment process.   That’s plus considering the contribution of edtech in improving assessment quality, analysing the examinees’ responses, assessing the exam’s quality and the effectiveness of the involved questions in measuring what they are designed to measure.

Question 2

What Are the Qualities of Good Assessment?

Accepted Answer

An assessment is a process through which students can share their educational experiences. In order for a test to be a good tool for measuring students’ knowledge and skills, it should have the following characteristics of examination that are essential for the success of any test.

Question 3

How to Make Sure Your Test Is Reliable?

Accepted Answer

Score Distribution: The percentage of test takers at each score level. Mean Score: The average score, computed by summing the scores of all test takers and dividing by the number of test takers. Standard Deviation: A measure of the amount of variation in a set of scores. It can be interpreted as the average distance of scores from the mean. (Actually, it is a special kind of average called a “root mean square,” computed by squaring the distance of each score from the mean score, averaging the squared distances, and then taking the square root.) Correlation: A measure of the strength and direction of the relationship between the scores of the same people on two tests. Reliability is the ratio of the true score and the observed score variance. To measure a test’s reliability, we may administer a test to the same group more than once. However, errors may occur as students may forget or have some physical problems. Thus, it is crucial to administer the same test in identical conditions to ensure that we will get the same results.

Question 4

How Do I Write a Good Test?

Accepted Answer

Be specific       Do not use ambiguous questions.       Choose a suitable format for your test.       Avoid the open-ended questions unless you are willing to accept any answer.       Choose your words carefully and avoid any ambiguous language.       Students should know how much each of the questions are worth. To conclude, teachers should create their exams away from any subjectivity, ambiguity, or lack of comprehensiveness. The appropriate format should be selected to match the course materials and to measure students’ knowledge and skills.

Question 5

Are You Testing Students or Customers?

Accepted Answer

In their book "The Trouble with Higher Education," Patrick Smith and Trevor Hussey had a unique outlook on the system of education in general. The book linked the rise of consumerism with education, addressing the effects this now has on everything learning-related. That includes how the system of universities works today and the high prices we face today in a lot of top of the world higher ed institutions and universities... too high some students stay in debt for years (although the book addresses education in the UK, a lot of other countries may relate to the issues raised). It is a significant consequence of these changes that students have come to see themselves as customers. Increasingly their perception is that they are buying a product. This encourages an instrumental view of education: its value lies not in itself but in what it can be used to gain. An education that has to be purchased at great expense is purchased for a purpose, and that purpose is what it will earn. At the very least it must pay for itself. Because of this we must start to raise the bar for quality education and testing. Because students or customers are now less willing to tolerate less quality education, teaching, facilities, testing, grading, & reporting.

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