While the role of testing in education is primarily a pedagogical issue, a cost savings perspective of testing as an activity may provide a better understanding and implementation of testing. The first step in this process is to identify the main activities and resources in testing. Then, a cost-savings activity-based perspective of the pedagogical question of testing is addressed.

Main Activities and Resources

The major testing-related activities include: setting the test, printing the test, conducting the test, grading the test, recording the test, and returning the graded tests. Each of these activities uses resources. In setting the test, instructor time and computer time are used. Printing the test requires time to requisition the printing activity, transport the test to the print location, print the examination, and time to carry the test to the testing location. There is also the cost of paper, equipment use, printing and storing the test to consider. Conducting the test includes the instructor's or proctor's time, the students' time, the cost of the testing location, and the cost of any special services (such as set up costs). In grading the test, there may be a cost associated with the time of the instructor or grader, supplies needed (such as red pens), and computer time and supplies if graded by computer. Time is spent in computing and recording the test grade and there is a cost associated with storing the results (paper or computer disks). In returning the tests, costs may include returning the completed tests to the distribution point.

An Activity-Based Perspective

Because colleges are facing either funding cutbacks or pressures to operate more efficiently, opportunities to save costs are becoming important. First, the amount of resources the testing process uses needs to be determined. Then, the pedagogical question examining the role of testing can be addressed. Is testing necessary? Can the role of testing be served more effectively or efficiently by another means? If testing is still required, are there better approaches (such as take-home or open-format tests) that might reduce student stress, provide less intensive forms of grading, or provide a better indication of what the student has learned?