Chapter 14 Response David Sands

Although only a minor detail, one thing that stands out from the chapter is the example of that ludicrous fill-in-the blank question: "Every rock contains a _______." I can't believe that anyone who knows anything about science or has any common sense about science education could compose such a question. It's as if the test creators expected the students to memorize the textbook word-for-word. There could be numerous correct answers for the question, almost all of which would be better than the expected answer of "story." If a professional geologist was given this test, he or she would not get the expected answer. I would be skeptical that this example is even real, except for the fact that I remember getting worksheets in middle and elementary school with similarly dumb questions.


I was also struck by the author's seeming leniency on cheating. The author's usual response to cheating is to make the student retake the test, sometimes for less credit. What is the disincentive to the student to cheat? If a dishonest student doesn't know the material and believes she is about to fail, why not gamble on lifting answers from a neighbor? The worst that will happen is she has to retake the test and might not get full credit. She wasn't expecting anywhere near full credit anyway.


As a math teacher, I have nearly always given tests where the student works out the problem. I can remember giving only one matching question, only because I felt that was the only practical way to ask the question. I have designed only one multiple choice test, and that was because of the practical necessity of covering a large amount of material and needing to be able to quickly score the exam. The students were initially excited by the prospect of a multiple choice test, thinking it would be easier. But, if I ever give another multiple choice, I have a dilemma. Such a test can be made extremely challenging by putting as possible choices answers students would arrive at by making common mistakes. Students expected they could solve the problem, and if they got it wrong, the solution they got would not be there, allowing them to go back and try to fix it. However, I have a good understanding of what mistakes they are likely to make and can put those choices. Therein lies the dilemma. Is that the right thing to do for a summative assessment? (I surely believe it is right for a formative multiple choice assessment, as it clearly points out to the teacher and students where the misunderstandings lie.)