When you design an exam, it is often advantageous to mix types of items (multiple choice, true/false, essay) on a written exam or to administer a mix of assessments throughout the course (e.g. a performance component with a written component).  Weaknesses connected with one type of item or aspect of students’ test taking skills will be minimized.  It is also helpful for instructors to test students early in the term and consider discounting the first test if results are poor; students often need a practice test to understand the format and anticipate the best way to prepare for and take particular tests.  Another way to help students prepare for your exams is, when designing your tests, save the items you decide not to use.  Make practice tests using these items along with instructions from the exam, including the percentage or points for each section or exercise, for your students to complete. This technique has two advantages: You can test your exercises and expose students to instructions.  If an exercise structure is weak, you can improve it before the exam.  If instructions are unclear, you can clarify them.  The “test drive” should include only a sample of test items. Correct and discuss them as a group. If there are several possible answers, indicate which are better and why.  If you have included essays, ask students to list the essential points that they think should be included when addressing the essay question, and then evaluate their responses.  The key is to use the minimum amount of time to get the maximum benefit for you and your students.

When administering tests, Barbara Gross Davis in Tools for Teaching (2001) has compiled the following recommendations:

• Make sure that you or a proctor is in the room at all times.

• Seat students randomly in alternate chairs. If that’s not possible, use alternate forms of the test.

• If students will use blue books, have students turn them in early, then redistribute them randomly for the test.  Provide scratch paper if students will need it.

• Take action if you observe wandering eyes. If you observe cheating, position yourself near the student to discourage him or her.

• Spend some time in the back of the room. Students who may be thinking about cheating will have to turn around to see you.

• Don’t allow students to rush to turn in papers or tests.  Count those present at the exam to make sure that number matches the number of tests.  This prevents students’ claim that a paper or test was lost.

• Recognize that excuses like “my grandmother died” are more likely to be valid than fraudulent.  Don’t become so cynical that you dismiss every family emergency as an invention.

Resources:
Davis, B.G.  (2001).  Tools for Teaching.  San Francisco: Jossey-Bass.