Abstract:

This paper investigates tertiary students’ perceptions of key benefits from designing their own tests. Using a case study from an English-language course at IPU New Zealand Tertiary Institute, 11 students worked in teams of two or three to create their own test questions, answers and marking criteria for the course’s final test assessment. Following the test-designing process, students individually reflected and shared in writing their perceptions of the experience. Utilising these reflections, the researcher identified four key benefits for tertiary students when designing their own tests. It was found that they are enhancement of critical thinking skills; successful knowledge recall and review; identification of course topics important to students themselves; and clearer final result expectations by students. These key benefits as well as other secondary benefits of student-designed tests will have implications for the improvement of tertiary students’ engagement in their education.

Keywords:

Student-designed tests, Critical-thinking skills, Knowledge recall, Important topic identification, Final result expectations, Student engagement.