The limits of written tests.
The limits of written tests.
复制标题
笔试的局限性。
DOI：
10.1021/ac012372b
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发表时间：
2001
影响因子：
7.4
通讯作者：
Thomas J. Wenzel
中科院分区：
文献类型：
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作者：
Thomas J. Wenzel
一个人可以研究赢得网球比赛的策略并在笔试中获得优异的成绩。但笔试无法对实际比赛中所需的自信、敏捷或即兴判断能力进行评分。同样，在分析化学课程测试中表现出色的学生可能无法表现出分析化学家在工作中所需的技能。为了弥合这种脱节，一些人主张扩大评估措施，将雇主重视的技能纳入其中，例如创造性或原创性思维、动机、独立性、主动性、表达口头和书面想法的能力、与他人合作的能力、遵守纪律的工作习惯和成长潜力 (1-3)。笔试的形式很难衡量学生的批判性思维能力、解决问题的能力和独立思考的能力。大多数测试问题仅衡量学生记住和重现他人提供的材料的能力。完成考试的时间通常受到限制，学生必须学习材料并根据提示做出反应，通常很少或根本没有澄清或讨论的机会——本质上是死记硬背和反刍信息。因此，很多时候很多材料很快就会被遗忘。
A person could study strategies for winning tennis matches and get an excellent score on a written test. But a written test cannot grade the confidence, agility, or impromptu judgment skills needed during an actual match. Likewise, a student who excels on tests in analytical chemistry courses may not exhibit the skills needed by analytical chemists on the job. To bridge this disconnect, some advocate expanding assessment measures to include skills valued by employers, such as creative or original thought, motivation, independence, initiative, ability to express oral and written ideas, ability to work with others, disciplined work habits, and potential for growth (1–3). The format of written tests makes it difficult to measure a student’s critical thinking skills, problem-solving abilities, and independent thought. Most test questions only measure a student’s ability to remember and reproduce material that has been presented by others. The time allowed for the completion of an exam is often restricted, and students must learn the material and generate a response on cue, often with little or no opportunity for clarification or discussion—essentially cramming and regurgitating the information. As a result, oftentimes, much of the material is forgotten a short time later.