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Tests, quizzes, and examinations are
ubiquitous in education as tools for evaluating the knowledge of students.
However, the process of completing a test can also be a learning process
in itself.
With the recent availability of
powerful online, preprogrammed testing tools, the use of interactive
testing as a learning experience poses new and exciting possibilities.
Learners may now effectively prepare for their laboratory and classroom
experiences, including face-to-face examinations, by using preprogrammed
online testing tools provided by the instructor. Online testing tools
permit the use of photographs, medical images, and other media files to
test student knowledge in a practical way.
These tools also permit a variety of
testing formats that include any one or a mix of objective multiple
choice, matching and similar items, as well as open ended short answer and
paragraph-answer items - most of which can be automatically graded by the
program for immediate feedback.
In addition, the ability to randomize
choices (in matching and multiple choice items) and to randomize questions
sets (so that different students will receive different versions of each
item) allows the generation of literally thousands of different versions
of the same test.
Because online testing programs can
calculate Highest Score or Last Score in the grade book, the student may
attempt a test multiple times (a different version each time) until
proficient in the subject.
How effective is this approach? In
what ways can it be applied to existing anatomy courses in co-medical
education? What skills are needed to apply this form of testing in a
course? |
