An analysis of the testing practices of college professors

The purpose of this study was to investigate and analyze college professors' testing practices and beliefs about different types of tests. In addition, the researcher sought to determine and make explicit the processes and the variables that college professors consider when deciding what types of tests to use in the classes they teach.

To develop a description of the college classroom testing phenomenon, a questionnaire was sent to a representative sample of college professors from across the United States. The questionnaire asked the faculty to submit information about the types of tests used in the smallest and largest classes taught during the last completed academic term. To attain an understanding of how college professors decide what types of tests to use in the classes they teach, telephone interviews were conducted with selected questionnaire respondents. Personal interviews with three questionnaire respondents were conducted in order to provide descriptions of the experience of testing from a phenomenological perspective.

Discrepancies were found between the types of tests many professors believe to be the most effective and the types they actually use. Logistical concerns on the part of the professors weighed heavily in their decisions about what tests to use. Class size appears to be the most salient variable considered by professors as they design the evaluation component of a course. Multiple choice tests were used most often, while essay tests were the tests of choice. In addition, it was found that there are four common themes to the experience of testing college students: an awareness of others, limitations of time, the test's fit with the class material, and the relationship of tests with grades.