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1.
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The course number,
semester, name of textbook and chapter(s) being tested appear at the top
of the first page. |
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2.
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Format, numbering
consistent with those of past tests. |
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3.
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Each section is clearly numbered (I, II, II) and
in order. |
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4.
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Each section has an underlined title. |
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5.
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Each section is briefly contextualized, and usually
corresponds to the themes and functions presented in the chapter. |
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6.
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Each section includes instructions to students. |
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7.
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A model is provided if there is the slightest possibility
of confusion. |
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8.
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Each section is assigned a point value. |
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9.
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Total point value appears at top of first page.
(Check addition) |
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10.
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Length: Quiz can be completed in 40-45 minutes
by a methodical student. If it takes a TA 15 minutes to "take" the quiz,
the quiz is too long. (Note: Do not "overtest" a single grammar point.
For example, students only need to write out 4-6 items to prove they have
studied all of the relative pronouns.) |
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11.
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Make sure items are not double-tested in various
sections, and make sure you are not giving answers to one section in another. |
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12.
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Balance divergent (open-ended) and convergent (fill-in-the
blank, etc.) exercise types. Consider the amount of time it will take
to correct the test. |
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13.
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Use exercise formats that are familiar to students.
(see textbook,workbook, etc.) |
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14.
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Keep in mind that this test will be given to all
course sections. Do not test (actively) grammar and vocabulary presented
for passive knowledge. Avoid quirky activities and contexts that will only
make sense to your own students. |
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15.
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Clearly label the Instructors' Copy. Explain
any partial point values in detail. Distribute an Instructor Copy to each
TA. |
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16.
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Observe all deadlines for feedback from peers and
for final printing. Give the office staff ten days to have the test printed
and available. Remember to copy and distribute the Instructor Copy/Answer
key yourself so that it does not get mixed up with the Student Copy. |
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17.
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Alert the course staff to any changes you have
made based on their suggestions. |
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18.
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Please be polite, professional, and precise when
you make suggestions for changes on quizzes and exams. |
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19.
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Each instructor has the opportunity to critique
and revise each test before it goes out. If you forget or neglect to proofread
the test before its final printing, please do not complain about the test
to the Language Program Director, the course chair, the test-maker(s), and
certainly not to your students. Those who compose the test will do
their best to incorporate your suggestions. Obviously, each test cannot
be tailored to taste of each individual instructor. If you are dissatisfied
with the test, please do not add to your students' test anxiety by complaining
about the test to them. Instead, offer concrete suggestions for improving
the quality of the up-coming test. |
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20.
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File one copy of the test in 329 Cabell (both Student
and Instructor copies), and be sure to give one file copy to the Language
Program Director. |
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Use of old tests: Do not recopy any section as
is from an old test, since students may be using old tests to study. Vary
sections so that students may benefit from knowing the format and knowing
what to review, but so that they may not memorize or prepare answers before
the test. |
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In the Classroom
- Be sure to do a short warm-up in French even if you are planning
to administer the test first off.
- Ask if students have any last-minute questions about the material.
- For the first two quizzes, read instructions for each section with
students. After that, remind students to read instructions and to follow
models carefully.
- Let students know that they should feel free to ask questions.
- Have students get started on the written part of the test. Let them
know that you will begin the aural section in [10] minutes. This allows
students to warm up before listening and to ask you a few questions
before you leave the room. It also prevents from having to reread the
aural sections to latecomers.
- The time needed to finish the test will vary from student to student.
If you want to let the speedy test-takers leave the room once they've
finished, let them know precisely when they should be back. Remind them
to leave quietly.
- Sit outside the room or in your office while your students complete
the test. Let them know where they can find you. Announce a time that
you will return to the room to check their progress and answer questions.
- If the test turns out to be unusually long, warn the Course Chair
and LP Director right away. Sections meeting later in the day may compensate
by giving the aural section the next day.
- Pre-arrange a time for students with time-limit accommodations to
continue the test later.
- If the test is obviously too long, assure students that an arrangement
will be made for them to finish. Discuss options with the Course
Chair and the LP Director.
 
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