Quiz / Exam Checklist

1.	_____	The course number, semester, name of textbook and chapter(s) being tested appear at the top of the first page.
2.	_____	Format, numbering consistent with those of past tests.
3.	_____	Each section is clearly numbered (I, II, II) and in order.
4.	_____	Each section has an underlined title.
5.	_____	Each section is briefly contextualized, and usually corresponds to the themes and functions presented in the chapter.
6.	_____	Each section includes instructions to students.
7.	_____	A model is provided if there is the slightest possibility of confusion.
8.	_____	Each section is assigned a point value.
9.	_____	Total point value appears at top of first page. (Check addition)
10.	_____	Length:  Quiz can be completed in 40-45 minutes by a methodical student. If it takes a TA 15 minutes to "take" the quiz, the quiz is too long. (Note: Do not "overtest" a single grammar point.  For example, students only need to write out 4-6 items to prove they have studied all of the relative pronouns.)
11.	_____	Make sure items are not double-tested in various sections, and make sure you are not giving answers to one section in another.
12.	_____	Balance divergent (open-ended) and convergent (fill-in-the blank, etc.) exercise types.  Consider the amount of time it will take to correct the test.
13.	_____	Use exercise formats that are familiar to students. (see textbook,workbook, etc.)
14.	_____	Keep in mind that this test will be given to all course sections. Do not test (actively) grammar and vocabulary presented for passive knowledge. Avoid quirky activities and contexts that will only make sense to your own students.
15.	_____	Clearly label the Instructors' Copy.  Explain any partial point values in detail. Distribute an Instructor Copy to each TA.
16.	_____	Observe all deadlines for feedback from peers and for final printing. Give the office staff ten days to have the test printed and available. Remember to copy and distribute the Instructor Copy/Answer key yourself so that it does not get mixed up with the Student Copy.
17.	_____	Alert the course staff to any changes you have made based on their suggestions.
18.	_____	Please be polite, professional, and precise when you make suggestions for changes on quizzes and exams.
19.	_____	Each instructor has the opportunity to critique and revise each test before it goes out. If you forget or neglect to proofread the test before its final printing, please do not complain about the test to the Language Program Director, the course chair, the test-maker(s), and certainly not to your students.  Those who compose the test will do their best to incorporate your suggestions. Obviously, each test cannot be tailored to taste of each individual instructor. If you are dissatisfied with the test, please do not add to your students' test anxiety by complaining about the test to them.  Instead, offer concrete suggestions for improving the quality of the up-coming test.
20.	_____	File one copy of the test in 329 Cabell (both Student and Instructor copies), and be sure to give one file copy to the Language Program Director.
21.	_____	Use of old tests: Do not recopy any section as is from an old test, since students may be using old tests to study. Vary sections so that students may benefit from knowing the format and knowing what to review, but so that they may not memorize or prepare answers before the test.

In the Classroom

• Be sure to do a short warm-up in French even if you are planning to administer the test first off.

• Ask if students have any last-minute questions about the material.

• Hand out the test.

• For the first two quizzes, read instructions for each section with students. After that, remind students to read instructions and to follow models carefully.

• Let students know that they should feel free to ask questions.

• Have students get started on the written part of the test. Let them know that you will begin the aural section in [10] minutes. This allows students to warm up before listening and to ask you a few questions before you leave the room. It also prevents from having to reread the aural sections to latecomers.

• The time needed to finish the test will vary from student to student.  If you want to let the speedy test-takers leave the room once they've finished, let them know precisely when they should be back. Remind them to leave quietly.

• Sit outside the room or in your office while your students complete the test. Let them know where they can find you. Announce a time that you will return to the room to check their progress and answer questions.

• If the test turns out to be unusually long, warn the Course Chair and LP Director right away. Sections meeting later in the day may compensate by giving the aural section the next day.

• Pre-arrange a time for students with time-limit accommodations to continue the test later.

• If the test is obviously too long, assure students that an arrangement will be made for them to finish.  Discuss options with the Course Chair and the LP Director.