Hilgartner Open Learning

Tests remain the cornerstone of summative development in most formal instructional programs. They are accused of not being authentic or comprehensive. The dangers of incorrect interpretation have made some of us learning practitioners cautious if not skeptical. Certainly, no instructional designer would make the claim that tests should stand on their own as the whole solution; however, most know that a valid and reliable exam can tell so much about student performance and instructional effectiveness to serve as firm starting ground for making planning and evaluation decisions. When interpreted correctly, learners, teachers, instructional designers, developers and managers can carry out meaningful conversations with quantifiable evidence from which to plan and improve learning experiences: the curriculum. Even more so, learning practitioners realize the practical nature of exam development. Firstly, multitudes of students and teachers use them extensively gaining strong fam...