What’s Being Tested

There are many ways to understand how tests and exams fit into academia and college culture. One way is to ask what purpose the tests (also called assessments) serve. For example, what is your professor trying to achieve if she gives you a survey-type test on the first day of class? How might the purpose of that test differ from that of, say, a practice quiz given before a midterm? And what is the purpose of a midterm?

Obviously, each survey, quiz, practice test, midterm, and final exam can serve different purposes. Depending upon the purpose, the assessment will fall into one of the following three categories:

1. Pre-assessment
2. Formative assessment
3. Summative assessment

Pre-assessments

Tests in this category are used to measure the beliefs, assumptions, knowledge, and skills that you have when you begin a class or before you begin working on a new topic. With pre-assessments, your professor gathers baseline data to use at a later time to evaluate change—that is, by comparing former knowledge or skills against what you learn in class.

One approach to pre-assessment is for a professor to ask students at the start of the term to describe a term or concept that’s foundational to the course. Then, later in the course, the professor revisits that data to determine how the instruction changed your understanding of the same concept. Comparing what you know or believe before and after a course or lesson is a productive way to gauge how successful your learning was and how successful the teaching was.

Formative Assessments

Tests in this category are typically quizzes, pop quizzes, review questions, and practice tests. With formative assessments, your professor’s goal is to monitor what you are learning and get feedback from you about what is needed next in teaching. Did students do well on the quiz? If so, it’s probably time to move to the next topic. If they didn’t do well, it suggests that more teaching time should be devoted to the concept. Formative assessments help the instructor to better meet your needs as a learner.

Summative Assessments

Tests in this category are the assessments that students are most familiar with: midterm and final exams. In a summative assessment, a professor is evaluating how much you actually learned at the end of an instructional unit by comparing it with a benchmark of what you should have learned. Summative assessments can be stressful, but they can be an effective measurement tool. Most summative assessments are graded.

In college courses, tests are usually verbal—you might be asked to give an oral presentation, for example—or written—you might be asked to mark or write out your answers on paper or on a computer. For special courses you might also encounter physical tests, in which you’re asked to perform a set of skills (like demonstrating the procedure for giving someone CPR, for instance).

Test Formats

Tests vary in style, rigor, and requirements. For example, in a closed book test, a test taker is typically required to rely upon memory to respond to specific items. In an open-book test, though, a test taker may use one or more supplementary resources such as a reference book or notes. Open-book testing may be used for subjects in which many technical terms or formulas are required to effectively answer questions, like in chemistry or physics.

In addition, test may be administered formally or informally. In an informal test, you might simply respond in a class to discussion questions posed by the instructor. In a formal test, you are usually expected to work alone, and the stakes are higher.

Below is a sampling of common test formats you may encounter. If you know what kind of test you’ll be taking, you can tailor your study approach to the format.

Purpose of Testing

You are a unique person. No one else is exactly like you. In college, you have particular ways of learning; you are interested in certain subjects; you have approaches to interacting with others that are special to you. You are an individual.

Your professors need to know as much as possible about what you know, think, or can do and how you differ from other students. Testing is one way to do that—to gauge how you learn, what you learn, and what you can do with what you’ve learned. By knowing more about these aspects of you as a student, your teachers are better able to serve you.

What are your instructors looking for that will yield clues about your individual learning? Mainly, your instructors are seeking, through testing, to confirm that you grasp the concepts, behaviors, or skills they are teaching. They want to know that you are achieving the objectives they set out for you. Their objectives may pertain to cognitive skills such remembering, understanding, applying, analyzing, evaluating, and creating. (See the Patterns of Thought section for more information about Bloom’s Taxonomy and the cognitive domain of learning.) In addition, your instructors are always pleased to see good grammar, thoughtfulness, creativity, accuracy, and solid references.

Your professors are not the only people who need to know about your learning. College administrators, such as deans and provosts, also need to be informed. Student performance gives them useful information that they use to make decisions about textbooks, teacher training, professional development, and other educational or resource needs.  There are a lot of stakeholders invested in seeing students be successful.

That said, your instructors are really the front line when it comes to collecting and interpreting student learning data. Tests, quizzes, homework, and other activities and assessments are often the best way to do this. Ultimately, the data your teachers collect help them refine the teaching and learning process so that everyone succeeds—students and teachers alike. Your success, though, should be the number one goal of testing.

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