Reliability and accountability are some of the most basic and preserved virtues that are sought after in regards to testing. There are many, possibly thousands, of different types of tests that may be used in art education. For us, it is best to start at the roots of testing, the traditional methods, which most individuals likely know very well, such as short-answer assessment methods, or multiple choice assessments.
Multiple choice assessments are very likely one of the most popular forms of testing, especially in the United States. The entire country has a set of standardized tests almost entirely formed with these types of questions. While the idea of a multiple choice test seems very straight-forward, there are actually right and wrong ways of creating them. For example, the question should not be ambiguous or poorly written. These factors just create an unneeded diversion for the student being assessed, when they should be focused on the subject and the material at hand, not deciphering grammar errors or typos.
Multiple choice questions should be focusing on one specific problem located in the stem, or the question. The answers to the questions, often labeled alphabetically (e.g. answers A. B. C. or D.). The numerical or letters which give the correct answer should always be randomly distributed throughout the assessment. The purpose of the assessment should be to analyze the students understanding, not to confuse them because they received answers A, B, C, and D in a row, or A seven times consecutively.
In addition to multiple choice, we have short answers questions, as well as long answer questions, often times called essay questions. These questions ask the student a question, and expect the student to write a reply, usually from a few sentences or more, depending on the question type and what you are asking of the student. When dealing with these types of questions it is important for the assessor to understand the different parts of the answer they are looking for. What is it that the student should be answering? Are there multiple parts to the question that has been given to them? And, are different parts of the question weighted differently?
In addition to these two testing categories, there is also assessments that ask students to interpret meaning. These types of assessments require students to explain the meaning of the work, such as an art piece, and give supportive examples of how they have come to the conclusion. This may also fall under the category of a short or long answer question. There are also grid questions, linked questions, judging credulity questions, process checklists, and so on and so forth.
All of these types of assessments are what falls under the category of a traditional assessment method. While society is changing, sometimes traditions hold excellent methodology. However, the assessor must ensure that the methodology is being used correctly and successfully. In an instance that they are not, analyzation and correction of the assessment must occur. Otherwise, it is very likely that there will not be either reliability or accountability from the assessment, making it entirely invalid.
Multiple choice assessments are very likely one of the most popular forms of testing, especially in the United States. The entire country has a set of standardized tests almost entirely formed with these types of questions. While the idea of a multiple choice test seems very straight-forward, there are actually right and wrong ways of creating them. For example, the question should not be ambiguous or poorly written. These factors just create an unneeded diversion for the student being assessed, when they should be focused on the subject and the material at hand, not deciphering grammar errors or typos.
Multiple choice questions should be focusing on one specific problem located in the stem, or the question. The answers to the questions, often labeled alphabetically (e.g. answers A. B. C. or D.). The numerical or letters which give the correct answer should always be randomly distributed throughout the assessment. The purpose of the assessment should be to analyze the students understanding, not to confuse them because they received answers A, B, C, and D in a row, or A seven times consecutively.
In addition to multiple choice, we have short answers questions, as well as long answer questions, often times called essay questions. These questions ask the student a question, and expect the student to write a reply, usually from a few sentences or more, depending on the question type and what you are asking of the student. When dealing with these types of questions it is important for the assessor to understand the different parts of the answer they are looking for. What is it that the student should be answering? Are there multiple parts to the question that has been given to them? And, are different parts of the question weighted differently?
In addition to these two testing categories, there is also assessments that ask students to interpret meaning. These types of assessments require students to explain the meaning of the work, such as an art piece, and give supportive examples of how they have come to the conclusion. This may also fall under the category of a short or long answer question. There are also grid questions, linked questions, judging credulity questions, process checklists, and so on and so forth.
All of these types of assessments are what falls under the category of a traditional assessment method. While society is changing, sometimes traditions hold excellent methodology. However, the assessor must ensure that the methodology is being used correctly and successfully. In an instance that they are not, analyzation and correction of the assessment must occur. Otherwise, it is very likely that there will not be either reliability or accountability from the assessment, making it entirely invalid.
Resources:
D., B. (1997). Traditional Strategies: Tests, Questionaires, Visual Identification
Popham, W. J. (1999). Why Standarized Tests Don't Measure Quality. Association for Supervision and Curriculum Development.
D., B. (1997). Traditional Strategies: Tests, Questionaires, Visual Identification
Popham, W. J. (1999). Why Standarized Tests Don't Measure Quality. Association for Supervision and Curriculum Development.