3.+Create-A-Test

o **How to- give specific steps for strategy implementation:** //Students will keep a notebook or binder with assignments completed throughout the unit as practice. When the unit is drawing to a close and students have demonstrated their mastery of each component of the unit, allow students to create the test. Have each student go through their notebook/binder and select five problems they either missed or found challenging during the unit. Have them create a test out of these problems. Then ask students to write five more problems that they thought of themselves that follow the guidelines of the unit. For example, if a math unit is covering fractions, decimals and percents, have students write a word problem conveying a portion of students from the class that enjoy rock music as compared to the whole, or another portion. Ask for the values in fraction, decimal and percent form. This test can be multiple choice, short answer, essay or a variety of questions. A variety is preferable. Students can use any available resources, not just their binders to construct more questions for the test. Textbooks, internet resources, dictionaries etcetera are all acceptable sources to pull from.// o **When to-implement in content area (provide specific justification)** § **Language Arts:** After reading a class novel, facilitate a class discussion about symbolism within the novel, underlying themes, writing styles, parts of speech, etc. Tell students they will be having a test. Instruct them to design their own test with their ideas. This will make students feel as though they are involved in the testing process and that they have control over the material. § **Social Studies:** Students should hone their map reading skills to ask themselves and fellow students’ questions about countries located on the map, the legend and what symbols mean, and facts about the countries, their religions, customs, and history. Have students think of multiple choice, short answer, and essay questions about the area of study. This strategy can be used at the beginning of a unit as a type of KWL chart and at the end as a summative assessment. Students can write questions that they expect to be answered within the unit, then use the original to gauge what they’ve learned. § **Mathematics:** Extremely helpful in the mathematics department! This strategy allows students to use problems that they are familiar with and also allows students to apply their knowledge of the content to create a more complicated problem. Students can incorporate vocabulary words with fill in the blank sentences, diagrams, word problems, etc. § **Science:** Since many science units cover a vast amount of material, students should be given a specific guideline for creating their tests. Students should include specific examples using diagrams, and short answer questions. Essay questions are important in identifying misconceptions within the unit. Creating a test prepares students for the actual test they will soon be taking. Mr. Burke created a template in 2001 for his students to instruct them on how to be a better test taker and all around student. The first step he asks students to embark upon is gathering the essential information. By essential information, Burke is referring to the material covered over the time span from the last test. It is a good idea to encourage students to incorporate material from previous tests to refresh the memory and apply what they learned previously to the current lessons. Also, students should ask the instructor questions about what format the test will be presented in. In this adapted strategy, students will be instructed on the number of formatted questions they should include. Step two is to gather all available resources or gather the sources of information that you can pull from. Next, identify the most likely subjects that will be tested on. Think about what the teacher stressed in class, what cues has the instructor given you to prompt an answer repeatedly? These are likely test questions. Step four and five include writing the actual exam. Students should take all the information they have just compiled to design a test. Agnes Rash also found that having students write their own test questions revealed gaps in their knowledge, allowing for better instruction. Rash also states that student created assessments can be applied to any content in any course level (1997). § **Benefits** § **Drawbacks** o **Learning styles, modalities, intelligences, or abilities addressed**
 * **Name of Strategy:** // Create-A-Test //
 * **Research and references that supports the “effective instruction” label for this strategy**
 * Students feel as though they are a part of the testing process and in control of their grades.
 * Nervous test takers feel a little more comfortable with what is ahead of them the next day.
 * Teachers can evaluate the enduring understandings of students by reading and approving test questions designed by the kids.
 * Students will choose easy questions or make up silly multiple choice question answers instead of real possibilities.
 * Relevant test questions depend upon a student’s mastery of the subject and process. Without a firm grasp of the concept, students will most likely make up problems with incorrect or irrelevant answers.
 * For students with very creative minds or spatial learners, this allows them to be as creative as they would like with the questions as long as they are addressing the content.
 * Visual learners are addressed by allowing multiple sources available to draw problems and answers from.
 * **Ways to assess the teaching/learning connection**
 * Evaluate student responses and check for mastery of student created questions.
 * Have students teach their own problems to the class after teacher approval.
 * **Classroom management considerations**
 * Students will be collaborating throughout the class period. The noise level will come into consideration.
 * I don’t recommend this strategy for a teacher who cannot deal with noise.
 * Make sure students aren’t copying the exact words of their collaboration partners.

Rash, A. (n.d.). Student-Created Problems Demonstrate Knowledge and Understanding. //Mathematical Association of America//. Retrieved November 21, 2011, from http://www.maa.org/saum/maanotes49/106.html#2