ESSAY TESTS

Students superficially prefer multiple guess and truesy-falsey tests. In fact, excuse the pun, they prefer to
memorize facts so that they can perform well on what is essentially only a test of how well they can
recognize and recall. While the argument can be made for tests that test only facts, so-called objective tests
carry with them a series of assumptions which may or may not be valid for a specific course.

Assumption 1. There are facts that should be/have to be memorized.

Assumption 2. The facts are discrete and only minimally related to each other and to processes.
Assumption 3. The logic of the field, or at least the way students learn, is inductive.
Assumption 4. Knowledge is not developmental.

Assumption 5. Objective tests are reliable and therefore valid tests of learning.

Assumption 6. The "material" is in the book or the words of the teacher; and if the student learns it
well, he or she will "know" it.

Assumption 7. Objective tests are less likely to be misinterpreted (read: challenged by the students).
Assumption 8. Processes of searching for ideas/concepts are unrelated to learning the "material."

Assumption 9. Objective tests are less culturally biased and are a better gauge of raw knowledge than
essay tests which require standard English answers.

There are other reasons teachers give multiple choice tests, but the truth of the matter is that students
learn better and the learning sticks better if they have to actively pursue it.

Essay tests are not easy; they require specific activities of students. I recommend these learning activities
to my students early on:

(1) Students must choose not only the questions to answer, but also the best way to answer those
questions. (2) They must read, think, and write. (3) They must argue a point and support their argument.
In most cases, there is no one correct answer. Some answers are more right than others. (4) They must use
proper terminology. (5) They must use the language of the field judiciously. (6) They must study text,
lectures, films, and outside materials—not just read/look at them. (7) They must search for concepts, ideas,
processes, and generalizations. This means using material other than the World Book (that was all right for
junior high school, but not for college) and the study guide. The new Britannica, an encyclopedia and a
dictionary of the field, other texts, and material related to the subject all have to be examined. Any material
on reserve in the library must be read. (8) They must read to answer the questions—not just read to find
the answers. (9) When all else fails, they must ask. Ask the librarian, and ask the teacher. (10) They must
remember to ask the right questions. The questions have to be specific enough so that they can be assisted
with something other than, "Well, did you look... ?" (11) They would do well to write note cards (with
footnotes), just as though they were writing a research paper; then they must put answers together into a
complete essay. (12) They must make sure their answers are not "I think" or "I feel" responses unless the
teacher specifically asks. (13) They must answer concisely, but support their answers fully with descriptions,
examples, and data. If there is a controversy about the information, they should summarize both sides.

Students must learn that what they think they know or how long they studied is not important. The key
to success on an essay test is how well the question is answered.

Jerry Clavner
Social Sciences

For further information, contact the author at Cuyahoga Community College, Eastern Campus, 4250
Richmond Road, Warrensville Township, OH 44122-6195.

 

Suanne D. Roueche, Editor
November 6, 1987, Vol. IX, No. 25
INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundatlon. Issued weekly when classes are In session during fall and spring
terms and once during the summer.

© The University of Texas at Austin, 1987
Further duplication Is permitted only by MEMBER Institutions for thelr own personnel. ISSN 0199-106X