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Designing Tests and Paper Questions

Designing Tests and Paper Questions. A Task . Write down a recent test question or paper topic you used Finish this sentence stem: “The most important thing I want students to learn from being in this class is…. Math Example. Understand certain math functions

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Designing Tests and Paper Questions

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  1. Designing Tests and Paper Questions

  2. A Task • Write down a recent test question or paper topic you used • Finish this sentence stem: “The most important thing I want students to learn from being in this class is…

  3. Math Example • Understand certain math functions • Tests focused on getting the right answer • Solution • Do the problem • And explain what they did and why

  4. Sociology Example Intro Class for Non-Majors • Goal: “Be able to apply sociological analysis to what they see around them.” • Evaluation Tools • Mid term and final with multiple choice questions • Term paper

  5. Solution • “Sociological Analysis” journal as main assignment • Apply concepts to what seen • Summarize sociological perspective • Include detailed observations • Link theories and observations

  6. Creating Objective Tests • Blueprint • Key concepts in crafting questions • General guidelines • Review

  7. Basic Objective Test Formats • Multiple Choice • Stems • Options • Distracters • True-False • Matching • Completion/fill in the blank

  8. Objective Tests That Ask for Higher Order Thinking • Rewriting question • Interpretive Exercises • MC question with written explanation why

  9. Warnings • Higher order questions hard to write • Many faculty mistake recall for higher order • One check – if answer can be found in text, not higher order

  10. Objective Tests As Teaching Tool • Small MC test for minimal (if any) points • Use as way of helping students see their level of comprehension • Help professor see areas of confusion • Springboard for deeper conversation

  11. Essay and Papers • Do I want students to be able to organize information and produce a coherent analysis? • Do I want to be able to use a variety of written assignments?

  12. In Class Essays versus Papers • What fits your goal?

  13. Writing Questions/Prompts • Blueprint (again) • Write • Central to what covered so expected • Reflect • Central to what I want them to learn • Appropriate level of difficulty • Do it yourself • Can I expect them to see this; did we do enough

  14. Freedom – Restricted v. Extended • “Explain how Kennedy’s assassination affected passage of the 1964 Civil Rights Act” • “What two factors were most significant in the passage of the 1964 Civil Rights Act

  15. Scaffolding • “How does an internal combustion engine work?” • “Explain the functions of fuel, carburetor, distributor, and the operation of the cylinder’s components in making an internal combustion engine run.”

  16. Choice on Questions to Write On • More consistent evaluation if no choice of topic • Choice improves chance of interest and hence quality

  17. A Few More Suggestions • Length of assignment proportional • Make point value clear • Make expectations clear(er) • Rubrics • Old papers • “Good answer” to topic as class session

  18. Examples of Types of Essay/Paper Topics

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