Tests, quizzes, and examinations are ubiquitous in education as tools for evaluating the knowledge of students. However, the process of completing a test can also be a learning process in itself. With the recent availability of powerful online, preprogrammed testing tools, the use of interactive testing as a learning experience poses new and exciting possibilities. Learners may now effectively prepare for their laboratory and classroom experiences, including face-to-face examinations, by using preprogrammed online testing tools provided by the instructor. Online testing tools permit the use of photographs, medical images, and other media files to test student knowledge in a practical way. These tools also permit a variety of testing formats that include any one or a mix of objective multiple choice, matching and similar items, as well as open ended short answer and paragraph-answer items - most of which can be automatically graded by the program for immediate feedback. In addition, the ability to randomize choices (in matching and multiple choice items) and to randomize questions sets (so that different students will receive different versions of each item) allows the generation of literally thousands of different versions of the same test. Because online testing programs can calculate Highest Score or Last Score in the grade book, the student may attempt a test multiple times (a different version each time) until proficient in the subject. How effective is this approach? In what ways can it be applied to existing anatomy courses in co-medical education? What skills are needed to apply this form of testing in a course?
Updated presentation & notes at https://theapprofessor.org/seminar-testing-teaching.html