This example from the PEEL CD-ROM illustrates
Teaching for Quality Learning Principle 12:
Promote assessment as part of the learning process

STUDENT DESIGNED TESTS - EVERYONE WRITES A TEST

Helen McNicol
Geoghegan College
Year Eleven Legal Studies

(Helen outlines here her experiences with a year eleven class trying a new assessment procedure where each student creates a test and these are randomly distributed. She stresses that this was a very mixed ability class.- Ed)

OBJECTIVES

1. Have students think about how they were learning, what they were learning and why.
2. To think about negotiation and acting upon them.
3. To think about, understand, make decisions about criteria.
4. Developing the habit of reflecting.
5. Arguing a case.

THE STEPS WE TOOK

1. Discussed the notion of having class members set a test paper for the topic LEGAL PERSONAL and COURT HIERARCHY. Most class members were dubious about the idea but willing to give it a go. First thoughts were that test papers set by peers would be easier.
2. Negotiated with class and among class members about the following:
   • criteria for allocation of marks
   • how many questions
   • when the test would be completed
   • we agreed to multiple choice and short answer questions.
3. Discussed such matters as presentation, the importance of legible handwriting and clarity of meaning. Also covered here was types of questions that could be asked.
4. Decided that each member of the class would write up his/her own test and that these would then be randomly distributed throughout the class. One students asked "What happens if I get a girl's test?" - The girls are generally perceived by the students as more capable.
5. Discussion about the test "counting" on their overall assessment. Some concerns about equity were aired. I agreed to read over the tests and a further compromise was reached. Class decided that a teacher's test should also be completed commonly by the class and that the better performance on the two tests would be recorded.
6. Students created tests for homework as well as solution sheets.
7. Tests were completed in class.
8. Papers were returned to the student who wrote them for assessment. Marked at home.
9. Papers returned to owners.
10. I recorded the marks. Everyone was "happy". No-one wanted me to check their paper.
11. Class completed the teacher test.
12. Class responded to a prepared sheet which asked them to reflect on the experience.
13. As a class we corrected each other's papers on the teacher test. We did this following a solution sheet this stimulated interesting discussion of response.

MY THOUGHTS

I felt the exercise worked really well. I was pleased with the students responses, some of which follow. Everyone participated in the process well although the weaker members of the class were lost at times.

I'm very keen to used this procedure again. Apart from the thinking that it generated (the most important benefit) It saved a great deal of marking time.

Overall it was a very valuable exercise although I do have one concern. This concern however has little to do with the procedure. I get behind other classes as far as content goes and we have common tests. Help!!

Helen provided all the student response sheets from this experience and the positive reflections of the students were unanimous. )Ed)

All thought that the test was a good idea and commented that setting and correcting the test helped them to study the content.  This, simply as a form of revision is very powerful tool.  Some students recognised this as revision and some commented that they thought knew the work better after having written the test.  Each student writing their own test may limit the discussion; others have suggested collaborative tests, however on a personal study and learning level it also has advantages.

Many expressed early fears about making the test too hard or too easy, but were pleased with the results.  Some commented that they had to be very careful to use language that others could understand and some said that when completing the test they found words they had trouble with.

Many recognised the value in having to interpret someone else's answers and many said they found allocating marks the most difficult thing in the process.  Some even acknowledged that they were still learning new things when correcting someone else's test: "He looked at the question from a different perspective which I hadn't thought of".

Most commented on how hard making and marking a test is and interestingly most reflected that they thought the exercise was completed so that they would understand this.  This makes me wonder what they see as teachers motivation for other work. Most teachers I have spoken to recognise this understanding as an interesting side effect; the kids seem to see it as an exercise in "see how hard my job is".

Finally, the most interesting comments for me were observations that the students found themselves less nervous and stressed while approaching and completing the test.  Many said it was because they knew that the questions wouldn't be written in a way that they wouldn't understand.  One commented that she thought the fact that it was handwritten made it less threatening.  We have talked a lot about ownership, but I haven't considered this aspect before. The students saw the test as a form of peer assessment and were less threatened and afraid of being confronted with something that they couldn't answer.  One student even said that even the questions she didn't answer were less threatening than if a teacher had .  I feel a lot more relaxed doing someone else's test and not so frustrated when I didn't know the answer.......by preparing tests, we can help ourselves to study. A lot more seems to sink in.

Copyright © PEEL Publications, 2001.