Test Analysis

Feedback from a Colleague

One persistent suggestion made during the book How Am I Teaching? * is the notion of getting instructional input from peers and students by using the same or at least parallel questions.

Here is a portion of one of the samples offered to teachers for them to adapt to gather instructional input on course materials from peers and from students.

Directions: Give an ungraded (blank) copy of one of your exams to a colleague and ask for a "yes" or "no" on these questions. Of course, the explanations matter more than the ratings. A helpful conversation should ensue. Change the questions as you wish to get the sort of feedback you are looking for; add or delete as needed.

_____ contains content consistent with course objectives--in other words, the instructor is evaluating students on what he/she believes they ought to be able to do or know

_____ contains items written so that the intent of the questions is clear and explicit

_____ uses clearly understandable questions

_____ covers manageable amounts of material in terms of time allocated for studying it

_____ is too long, given the time limit of the exam period

_____ requires analysis and application of content, as opposed to regurgitation of details

After the exam, give a graded copy of an exam to the colleague and ask these questions:

_____ includes written comments that give some feedback about both right and wrong answers

_____ presents written comments that are clear and readable

_____ includes some explanation of how the instructor calculated the exam score

Feedback from Students Individually or as a Focus Group

Give similar questions to your students to get feedback on the exam. Allow time for students to write explanations, if you give these questions to everybody who took the exam. As a variation, form a focus group of a few exam takers, preferably recording their comments so that you can listen to them later and as needed.

_____ contains content consistent with course objectives--in other words, the instructor is evaluating students on what he/she believes they ought to be able to do or know

_____ contains items written so that the intent of the questions is clear and explicit

_____ uses clearly understandable questions

_____ covers manageable amounts of material in terms of time allocated for studying it

_____ is too long, given the time limit of the exam period

_____ requires analysis and application of content, as opposed to regurgitation of details

After the exam, give a graded copy of an exam to the colleague and ask these questions:

_____ includes written comments that give some feedback about both right and wrong answers

_____ presents written comments that are clear and readable

_____ includes some explanation of how the instructor calculated the exam score

______________________________________________________

From Maryellen Weimer, Ph. D.; Joan L. Parrett, Ph. D.; and Mary-Margaret Kerns, M.S. How Am I Teaching? Forms and Activities for Acquiring Instructional Input. Madison, WI: Magna-Atwood, 1988, pages 16 and 26. Reproduced by permission granted in the text for the purpose of gathering instructional input. Can be adapted as needed, the authors offer.

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