An in-depth interview with Dr. Roger Millsap, a master educator at Arizona State University, on developing, integrating, and understanding formal assessments.
In Part 1 of this episode, Dr. Millsap discusses at length the importance of developing and applying sound assessment practices, which include tests and examinations. He identifies common pitfalls associated with creating a test, and he points out that these can largely be avoided by focusing on three assessment principles--matching content taught with the test, using consistent grading practices, and crafting carefully worded test questions. Dr. Millsap also discusses the role of guiding student discussions to ensure they focus on the important content, how to deal with limited opportunities for administering a test or exam, and he encourages the habit of formulating a test while in process of teaching the material. At the end of Part 1, the discussion turns to grading practices. The single greatest concern in this area involves a better understanding and application of "grading on a curve."
In Part 2, Dr. Millsap reveals more grading strategies, including an alternative to "grading on a curve." He develops a case for administering more rather than fewer exams, and for using assignments to bolster the validity of student assessment. He also covers the third assessment principle from Part1, which involves the writing of test questions. He reviews the pros and cons of multiple choice questions, and he discusses the value of combining multiple choice with essays. But beware, he says, because essays come with their own development and application concerns. He lays out some strategies for writing and grading essay questions, and he follows it up with a detailed example. He also gives advice on what to do if, despite an earnest effort to create a good test, it doesn't result in a good test after all.
In Part 3, Dr. Millsap advocates developing tests with the "best" answer in mind. He explores the ins and outs of test length and focus, and he addresses the common concern and need for rigor. Based on the premise that this is a truly important instructional task, he provides concrete examples to illustrate steps all instructors can take. These include the provision of a generic student warning, considerations for initially developing tests, and thoughts about refining them once they have been developed. Because testing represents the typical way to "capstone" a course, this is one area where continuous improvement really matters.
