I really like this no-nonsense summary:
1. Think hard about what the students’ responses tell you about their knowledge
2. Split your findings into two piles: “things I care about” and “things I don’t care about”
3. For things you don’t care about, either forget them or change the test for next time
4. For things you do care about, split into two piles: “for reteaching” and “for building in”
5. Reteach and build in!
A little while back, I wrote about mock exams, assessment theory and advice following tests. You can read that post here, and I recommend you do before trying this one out. To summarise, I argued that:
- Tests are about sampling a domain
- We use the test to try and figure out what things a student knows and what they don’t know
- QLA doesn’t really help you with that
- AO analysis doesn’t really help you with that either
Broadly, if the questions in the test reveal that there is an area of content (a domain) your students don’t know, the response isn’t to focus on those questions, but to go back to that area of content (the domain) and reteach it.
My thoughts in that post were very general and theoretical. I didn’t really go into detail about what to actually do beyond saying “go back to the domain.” In…
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From experience to meaning... 