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There is no ideal solution to this problem. One “must” is that you have a policy you can easily enforce and
that you inform students of this policy in the syllabus. Ideally, do whatever you can to discourage students
from missing tests. One way to do this is to require verification of illness or other legitimate reasons for
absence on test days. Still another helpful hint—inform students in the syllabus that you advise them to
drop the course if they miss more than one test.
The option of allowing students to take the missed test later is not advised. If you do not have another test
on the material, the class will have to wait until all of the makeups are done before they get feedback. Even if
you do have another test you can use, you may find yourself proctoring individual students at times that are
convenient for them rather than for you.
Here are two options for dealing with the inevitable situation of missed tests:
. Assign a score for the missing test based on the student’s performance on the other tests.
Substituting the lowest test score for the missing score discourages students from missing tests,
but it penalizes students who miss a test for legitimate reasons. Using the average of the other
test scores seems fair, but students who are good strategists will figure out that it is better to be
“sick” than to take a test unprepared.
. Students drop their lowest quiz score. This is an attractive option because students who miss a
test can use the missed test as their lowest score. However, this option is advised only if you
give several tests during the term and only if the tests are roughly equivalent in terms of type
and difficulty. One caution in this situation is that the last test score should not be dropped. If
you let students drop the score on the last test, those who are satisfied with their scores on
earlier tests may consider the class finished for them several weeks before the end of the term,
and therefore fail to study material that will be included on the final.
How can I prevent cheating on tests?
This is something we do not like to think or talk about, but cheating in the classroom is a reality, and you
should do what you can to prevent it. Students who do not cheat become justifiably upset if they perceive
that you are not doing your best to prevent cheating. Here are some methods of cheating and some
preventive measures:
. Copying from an unsuspecting neighbor. Use the computerized Test Bank to construct two or
more forms of your test. Each form should be in a different scrambled order.
. Collaborating with a friend by exchanging papers. Use vigilant proctoring, watching for
students to exchange papers by passing them under the seats.
. Getting a copy of the test before it is given. Keep tests in a securely locked cabinet or file drawer.
Be sure stencils or discarded pages are not left in a wastebasket that is accessible to students.
. Failure to hand in the test and answer sheet and claiming absence on the day of the test. Have
students sign an attendance sheet as they enter the classroom.
. Getting someone else to take the test. Most campuses that have classes large enough for this to
be a problem issue identification cards with pictures. Have students bring their cards to class
and show them as they hand in their tests.
. Surreptitious use of notes. Have students put all books and papers under their seats and leave
them there until they are ready to hand in their papers and leave. Another solution is to make
the notes legitimate—allow students to bring to an exam one page of notebook paper with
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anything they want written on it. This legitimate pony has value in that preparing it is a type of
active study and because clutching their pony tends to reduce anxiety for students who panic
on test day.
How will I provide feedback to students after tests?