I have been designing tests since I started working as a teacher in 2010. I have designed tests for beginners, children, advanced and proficiency students and I am a Cambridge Speaking examiner. I also have experience preparing students for exams, such as all the Cambridge ones. It is something I enjoy doing, even though I hope someday schools develop new means of assessing students. I believe tests are stressful, especially for young children, and not a hundred percent reliable.
As I have mentioned in my previous post, yesterday and today would be test days. I had to design the tests myself, but some of the exercises I could take from the course book’s resources cd-rom. It was decided as follows:
- 3 listening exercises (14 points)
- 8 grammar and vocabulary exercises (46 points)
- 6 speaking tasks in pairs (40 points)
I believe the score was fairly distributed and the level of difficulty was challenging enough for my 9 year-old students. I could see this because I corrected the tests on the same day students did them and they seemed to reflect the abilities the students usually show me in class. In addition to that, students were pleased to receive the tests right away and seemed very happy about their results (different from the picture that illustrates this post).
As it is still something students will have to face in “real life” – such as university entrance exam, proficiency tests, etc – I believe it is important to formally test students. However, it should not be a stressful experience. We can make it enjoyable by designing tests that students will enjoy taking, that reflect what they have studied in class and, most of all, that students will feel safe doing. The learning experience should never be only for test-taking purposes, but for personal growth and teachers have a major role on making this possible.
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