Tests are not the enemy. A good test shows what students can do, and what to teach next. A bad test only shows who is afraid. Here is how to keep it kind and useful.
Test what you taught
Do not test words from the book you skipped.
If the lesson was ordering food, the test is ordering food.
Start easy
The first question should be one everyone can answer.
Keep it short
Ten minutes is enough for a small check. Long tests measure tiredness.
Mix the skills
A short test can include listening, reading, one sentence of writing and one spoken answer.
Give clear instructions
Show an example. Do not surprise students with the format.
Return it quickly
A test returned in two days teaches. A test returned in two weeks does not.
Use the result to teach
Choose the most common mistake, and teach it next lesson.
Words to remember
- test — a check of what you know
- instruction — words that tell you what to do
- result — what happened in the end
- common — happening often
Questions & answers
Q: Should I give marks?
Marks help some students. A comment helps more. Use both.
Q: What if a student fails?
Show what they can already do, then choose one small next step.
Q: Are surprise tests useful?
Rarely. Surprise tests measure fear, not learning.
Q: How do I test speaking in a big class?
Use pairs and a short checklist. Walk and listen to a sample.
Q: Should students see their mistakes?
Yes, kindly. Show the right answer, then practise it.