Test days are trying times for teachers. Despite what my students think, I give tests to be fair evaluations of students level and skill in a particular area of English. All my tests, bar one, was a multifaceted approach to testing. All of my students had listening, whether it was dictation or simply "circle the correct answer" was dependent on the level of the students. Most of my students had writing. as well as a speaking portion to their testing as well.
Consider the dilemma I was in, testing the day after Christmas, when a majority of my students are either on vacation, or soon will be on vacation by the end of the week. While they still attend the English school regardless of their elementary schools being open or not, if Korean elementary school hasn’t beaten them down with an oppressive amount of work earlier in the day, no amount of nagging or yelling will suppress them once they enter our halls. It’s like pissing on a wild fire, once freedom is discovered it burns the students minds up completely.
Given this fact, I designed my tests in advanced, and disclosed the entire test to my students. I told them exactly what pages to study in their books. I told them no more than ten pages to study, and included parts from five of those exact pages, unaltered, on the test. Entire pages would be given verbatim as they appeared in their own text books. Short of doing the material for them and filing out the paper, I couldn’t have told them any more than what they knew going into the tests and still have called it a test in any sense of the word.
When the final tests results were in, it was blatantly clear who had studied, and who hadn’t. Anyone that scored in the 50% range was a raging idiot, and anyone that did better had at least been smart enough to look at the book during the long weekend. If I tell you exactly what is on the test, and you have three or more days to prepare, and you still can’t get more than 50% of what we studied together correct, that’s pathetic.
My older students in upper level classes have terrible books to test from. In one class I had a dictation test that would have been hard for even me had I not prepared the materials. I had to read the dialog once for them to bring the difficulty down to more "sane" levels. One group of students had to write an essay on their favorite seasons. Several students, even when provided a dictionary could not spell "favorite" or "season" correctly, despite it being on the top of the paper in the question. (Sigh)
My favorite incorrect answer was one of the speaking questions. They had to follow a model dialog and simply replace the vocabulary words with what was in the picture. The model dialog went like this:
(Picture of rabbit in a yard.)
A: "Do you want to see my rabbit?"
B: "Sure, where is it?"
A: "In the yard."
When given a picture of a dog in a kitchen next to an oven, several students answered:
Student: "Do you want to see my dog?"
To which I would answer, "Sure, where is it?"
Student: "In the chicken. Oh, wait…er…kitchen."
If they weren’t comically mistaking kitchen for chicken (A warning I gave them about 100 times since we studied that unit), they were saying something even worse:
Student: "Do you want to see my dog?"
Which I would to respond to by saying, "Sure, where is it?"
Student: "It’s in the oven."
To which I would simply laugh hysterically.