This module really clarified for me that assessments aren't just about assigning grades—they’re tools that help measure true understanding, identify gaps, and guide instruction. I appreciated the clear breakdown of different question formats and their strengths and limitations (John Hennings, Aidan McFall). For example, multiple-choice questions with more than one correct answer require extra care to avoid confusion and ensure fairness (Andrew Gradall).
What stood out most is the emphasis on validity and reliability (Frances Diaz, Mark Galan). Assessments must accurately measure what students are supposed to be learning—not just what’s easy to grade. That includes aligning assessments with the course objectives and ensuring they reflect both knowledge and the ability to apply skills in realistic contexts.
Another important reminder came from Katina Young’s point about choosing assessment types that give all students a meaningful chance to demonstrate what they know. This reinforced for me the importance of using a variety of assessment types—not just written tests, but also practical demonstrations, projects, and reflective writing.
I was very interested in the specific guidelines for each kind of question. Those are very useful.
This module introduced me to a variety of assessment options, and I realized that selecting the appropriate test format requires careful consideration. I need to ensure that the format I choose is fair, accurate, and provides students with a meaningful opportunity to demonstrate their knowledge and skills.
determining which testing method will best identify what your students have learned
I like the encouragement of variety in question type but keeping things a clear as possible, for example by using capitals and not lower case in response cues.
I appreciated the insight that multiple choice with 2 or more correct answers effectively makes it a series of true and false statements instead, with all their pros, cons, and needed careful writing techniques included.
This module shared some excellent insights on various testing methods and how important they are for student learning
I agree with Mark in this comment that it is important that the validity and the reliability of the test prepared for students accurately in order to truly get an accurate representation of not only what the students have learned, but provides an opportunity for me to design tests in ways that measures both understanding, knowledge and progress.
Its important that the validity and the reliability of the test prepared for students will accurately help you get the feedback from the material that is being tested on that block period. These test Not only must be an accurate measurement of the students ability to grasp new material taught/instructed but also has to have the ability to tell which students are not grasping the material and or skills they're expected to take with them to the field and in their new career.
Comment on Kimberly Preston's post: Pretty good response it sums everything up in a nut shell.
You need to create a wide range of testing to get a better understanding of your learners knowldege
My understanding is to use the testing format that best fits you subject matter.
Testing formats are designed to the type of information we are wanting our students to learn. I now have a format to follow on how to design my tests according to the type of exam I am wanting to give the Students.
I look forward to trying different testing methods based on the new platform we have if it permits it.
I learned that one of the main purpose of giving a test to students is to measure what students do know or don't
I learned that the main purpose of a test is to measure what students do know rather than identify what they don't.
I learned more about the rationale for using different types of questioning during assessments. From little tips like using more "false" questions than "true" to the importance of not over-relying on essay questions unless they are clear and well-structured.
If I am unsure of an assessment's validity, I can ask a colleague.
I have a better idea of using essay/short answer questions now. Previously, I've had specific things from the unit I wanted students to know, so I would give them a short answer question and the answer to study by. Now, I see how I can use essay questions to explain how to create a camera setup or other step-by-step production procedures.
I was surprised by some of the do's and don'ts lists. Like the make sure to have more false questions than true. And that the questions that do an and b options are actually discouraging. I agreed with the if you give them a choice of the 5 questions pick two to answer there are always easier questions that the students will chose.
