Should professors be allowed to use test banks?

Many professors use test banks, especially those teaching subjects in the STEM fields. While test banks are a fantastic resource to be used by students and professors as study guides and guidelines, professors should not be allowed to directly utilize questions from a test bank in creating their own exams. Assessments should vary and evolve based upon the class content, teaching style and variety of students in the class.

Test banks are a testing resource for professors and teachers, oftentimes created by the textbook publisher or found online. They are most often found in the form of possible exam questions and answers, ready made, and easily used to test students in class.

While it has been made clear in recent years that students using a test bank is considered cheating, professors using a test bank has not been considered cheating, but rather using their resources.

Creating an exam is difficult, but I don’t believe that gives professors any excuse not to create their own. Each class is different, and there should be some standardized questions that apply to all classes being taught from the same book.

However, with each round of teaching a course, professors end up emphasizing different topics using different teaching methods. If a professor accustoms students to giving answers in a certain format, then the test should be formatted in such a way to adhere to the continuity of the specific methods.

Dr. Matthew Nusnbaum, a GSU Biology Professor who teaches Bio 2108K (General Biology Two for Bio majors), defends the usage of test banks, saying “They are a useful resource because they align with the chapters in the textbook you’re using, and also because they allow students to experience something similar, especially with the online resources being offered.”

Oftentimes students underestimate the responsibility that comes with the role of being a professor, especially when teaching the more introductory level courses. Nusnbaum explains “I teach these courses multiple times a semester, and in writing a test, you need to assess how well students understand what they’re studying. Especially with different professors teaching the courses, you need to have some standardization within and between classes”.

While Dr. Nusnbaum’s points are valid, they do not alter the fact that test banks are often catered to the lowest common denominator, as most standardized test are, which makes it difficult to effectively evaluate whether students know the material, or if they are merely parrying to the test style. Also, if teachers write their own materials, it allows them to understand why students have difficulty with certain topics, and they can adjust their teaching methods to suit the specific struggles the class is experiencing.

Overall, test banks appear to be more problematic than useful. If professors created their own tests, it would allow for better understanding of the material and a more comprehensive assessment of student knowledge.