My ideal test

    So I come down pretty hard on multiple choice (MC) tests. And I understand why many teachers like them. They support a diverse set of learners, they are easy to mark, they reduce test anxiety etc. etc. etc. But I am just not convinced that a student that gets 50/50 on a MC test actually understanding 100% of the material.

I've heard the response "Well how are we supposed to design a test then". I am going to try to put my money where my mouth is, and tell you exactly that

1) Get the knowledge stuff out of the way first. It should be fairly easy, recognition based, this is where you can have MC, matching, fill-in-the blank etc.

2) Comprehension and application questions. Probably written, one or two sentence answers.

3) Analysis.- get the student to draw out the big idea from the unit. This provides room for them to show you what they actually know

4) Synthesis/evaluation - here you write statements that the students will evaluate based on the information they have learned in the unit.

Obviously this model does not work well for all classes (math for example), but I will attempt to demonstrate how it would work for science.


Take this science 10 plo (Proscribed learning outcome) and it's corresponding Slo (suggested learning outcome)

B2  assess the potential impacts of
bioaccumulation

define, using examples, the terms bioaccumulation, parts per
million (ppm), biodegradation, and trophic levels (with reference to
producers and to primary, secondary, and tertiary consumers)
‰
identify a variety of contaminants that can bioaccumulate (e.g.,
pesticides, heavy metals, PCBs)

‰ describe the mechanisms and possible impacts of
bioaccumulation (e.g., eradication of keystone species,
reproductive impacts)

‰ compare the impact of bioaccumulation on consumers at
different trophic levels (e.g., red tide in oysters and humans;
heavy metals in fish and humans; PCBs in fish, birds, whales)

‰ research and analyse articles on the causes and effects of
bioaccumulation (e.g., mercury contamination in Inuit
communities and the Grassy Narrows First Nation community)

Level 1 questions
 "What trophic level experiences the greatest effect from bio accumulation"

Level 2 questions
 " You suspect a gold mine has accidentally released mercury, you test the water, but your instruments are not sensitive enough to measure it at such low levels. How/what else could you measure to prove the water was contaminated by mercury? Why can you test it this way?"

Level 3 questions
It is hard to demonstrate with one PLO, this would probably take the other parts of the unit into consideration. Something like " Nature tends to find a balance, explain this statement using what you have learned from this unit"

Level 4 questions
I have the most fun with this level
 "Your friend tells you that the oysters soak up all the red tide toxins, so all the other sea  life is safe to eat, support or deny your friends claim"
or
"Your aunt tells you that 'the world is so polluted that there is no turning back'. How would you respond to this?"


What do you all think? How do you make your tests more challenging? How do you make sure you are not just checking for knowledge acquisition .