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%LEVELS OF TESTING 780518
In academic courses it is unjust to formulate tests
at a different conceptual level than that of the
instructional activities. If instructional activities
have been focused upon rote memory work, so also should
the testing. If the instructional activities have focused
upon broad generalizations and the perception of broad
interrelationships, it is then unjust to test on the basis
of objective examinations focused upon rote memory work.
Teachers sometimes do not make their testing congruent
with their instructional activities because they do not
know how to instruct and test in congruent ways---or do
not recognize disparities between instructional and
testing styles. It may seem that higher level mental
processes would naturally be associated with the low level
mental processes which are prompted by an instructional
style. If so, the instructor may then test for the
ability to perform the high level mental processes---and
be baffled at how little the students have learned.
In designing a course it is important for the
instructor to consciously plan to make testing and
instruction congruent---thinking explicitly about the
intellectual levels of activities which will be expected
of students during the learning and the testing phases.
The levels should be congruent with the students' present
abilities as well as with each other. It is of little
help to students to confront them with hurdles which are
much too high for them, in either the instructional or the
testing activities. In the testing activities the hurdles
which are presented to students should be some which the
students have previously dealt with---not entirely new
ones. In some instances it is important to present
problems which are similar in kind, even though not
identical in detail. As the degree of difference between
learning activities and testing expectations increases---
so also does the difficulty (and perhaps injustice) of the
testing. For testing to be just, the instructor needs to
be sensitive to and careful about congruence in levels of
intellectual, affective, motor, and other kinds of skills
which are expected in instructional and testing
activities.
(c) 2005 by Paul A. Smith in
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