Gathering and grading tests

In my experience as a student, I recall some subjects in which I  felt a little misjudged when I had to taake a test, as I considered that most of the times they were not intended to improve my process in a meaningful way, instead they were focused on giving blurred instructions which only purpose was to prove if I had a great comprehension of such instructions rather than figuring out what I really knew about certain topic and that way to show my skills properly. So, this experience has made me realized that teachers sometimes forget about the fact that tests are just other tools to enhance the students learning.

We need to make sure that the things we are doing in the classroom can be reflected when giving tests; then it is our responsibility to design a test that takes into account student´s general comprehension in terms of instructions, this way they will decide on the time required to complete the tasks; also, it is important that the order of such tasks helps them do better; according to the chapter there are some steps to the organizing of blocks, such as, efficiency order, in which students can gain a great number of points in the least amount of time, and  facility order  which means the tasks we think the will perform better, should go first in the test. Then difficulty order and reactive ordering should go after, as students can figure our harder tasks since they will feel more relaxed. 

In terms of the score, students should be aware of the aspects to be tested, and we need to create certain standards to avoid being subjective. In conclusion, the most significant thing for me, is that we learn how to assess our tests, and also that we consider it just as another way to observe the students, keeping in mind that we make use of other kinds of assessment necessary to gather more information about the student´s performance and development.