7 keys to creating tests that make students feel valued

In teaching activities, teachers often take tests to assess students' knowledge and abilities. The score of the test is not important. Through tests, students gain a lot of experience and reinforce their knowledge.

Mathematical Problem Solving Techniques / Matrix and End-of-Year Tables, Grades 3, 4, 5, Mathematics
This article is not for any topic but to share experiences with teachers of any subject.

You see, students always think like "students," they always need to have a certain "point" to "pass a course." And in some schools, scores may be needed to provide students with academic evidence. But the most important goal is for students to LEARN and students must feel confident in themselves. The test is for teachers only - and show students how much they learned and how much they learned on the road.

So where do you think the test will take place, how do you think students will work? Here are seven ways to design tests that help teachers achieve that.

7 key to create effective experiences
1. Remember to encourage

If you are encouraged to be considered an effective learning motivator for students, you should design a test towards motivating students to continue to work. The test should challenge the student but should not be too hard. Some teachers pride themselves on difficult tests for students. But this is one of the reasons why students do not feel encouraged to continue learning even to give up.

2. Include many types of exercises

Do not focus on multiple choice tests. Let the test include a number of questions such as grafting, grafting, or filling in gaps or appropriate exercises. Some students are good at math, many students are gifted, some good students write but many students like oral questions and presentations ...

3. Adjust by grade level and age of the student

Students in the lower grades will do well with multiple choice tests and matching exercises including illustrations. Recommended for older students, reading and writing more. Try different types that match the level and age of the student.

4. Think about your assessment goals

What do you want to evaluate? Are the learning objectives clear and clear for each task? For example, you want to evaluate your ability to memorize knowledge or focus on thinking ability. Do you want to evaluate your students' knowledge or skills or attitudes? Test your design in line with your assessment goals and let students know what you are trying to evaluate.

5. Do not throw them a hard ball

It's great to create new types of questions and assignments for students, but remember to never give students a task they have not done before. Students may be confused or misunderstood, and it is unlikely that you will measure the student's ability beyond confusion.

Use real situations, spaces, contexts, real characters

If the test includes a short paragraph to read, turn it into a biography of a real person, for example, an actor, artist, or singer they admire. If it's a description of a place, use a real place, not a fictional land that does not exist. Remember, students are learning how to communicate in the real world.

7. Do not just stop at the test, go back to the test

This is the most important factor, one of the rare learning opportunities. The feedback you provide to each student will be a real learning opportunity, a real appreciation of the strengths and weaknesses of the students, what they have really learned and what they need to succeed. . continuous work effort. If you give the right feedback - by addressing both the strengths and weaknesses of your students - will help your students improve their academic performance.

Throughout the year, you have provided students with meaningful learning experiences. Testing experience is also an experience. Instead of learning something new, students can see what they have learned and how far they have gone to school.

If you have any tips on how to take the exam, please share it with us.