Are tests an effective way to measure objective mastery? Sure, sometimes, but not always. As a math teacher, I rely on three things to assess how well my students can perform the objectives. I use homework, quizzes, and tests.
Homework is a daily thing. I believe that the only way for students to learn math is to practice, practice, and practice some more. Homework is divided into sections based on each specific objective. Previously, I have counted the total points achieved out of the total points possible and then take the score as a percentage out of 10. For example, if there are 34 possible points and a student scores 22. They earn a 64.7%, which is a 6 out of 10. Currently, students must get a 5 or 6 out of 10 in order to move on to the next assignment. This makes it so that all homework is weighted the same. Next year, I am moving toward individual objective mastery so I will split the homework scores into each objective. Students will need to pass each section with a 7 in order to move on.
I assign one or two quizzes per chapter. I let students use their notes, homework, textbook, whatever. As I reflect on that, I don't really know why I use them. They don't really differ from homework other than they are weighted differently in the final grades. I guess they serve as a practice test. . .hmm. . . I'm going to really have to think about why I use them and if they are effective. . .
The third assessment tool that I use is tests. I allow my students to use foldables and a page of notes, if necessary. They get one chance to pass the test and then they move on. I also do a lot more helping than I am comfortable with. This leads me to believe that my students do not really know the material. They learn it, but it never moves to long-term memory. I'm definitely going to have to look into this. One of the things that I know I am going to change is making my tests more objective specific. Students will need to achieve a 70% on all the work for each specific objective before moving on. If they do not achieve that score, they will need to do additional work and then retake only the portion of the test the involves that objective.
In my case, I do not rely solely on tests to assess mastery of objectives. In fact, I rely more on practice. I believe that this takes into account students who do not take tests well. It does not however, take into account different learning styles. I definitely like my combination of assessment tools, but am well aware that I can change things to make them even more effective.
