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Building Exams

Building Exams. Dennis Duncan University of Georgia. Tips for Measuring Learning. Learning – the ability to comprehend and retain subject matter. Measurement – determine a student’s learning abilities. Evaluation – Critique a student’s performance. Grade students on:

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Building Exams

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  1. Building Exams Dennis Duncan University of Georgia

  2. Tips for Measuring Learning • Learning – the ability to comprehend and retain subject matter. • Measurement – determine a student’s learning abilities. • Evaluation – Critique a student’s performance. Grade students on: 1. growth; 2. effort; 3. aptitude; and 4. compare to others.

  3. Tips for Creating Exams • Validity (content & cognitive levels) – may ask colleagues to review exam questions before administering exam • Reliability – looking for consistency – often related to the length of the test • The longer the test - less chance for error

  4. Factors to Consider when Designing Multiple Choice Exams • Every choice must be plausible – don’t give bad choices • Don’t use “none of the above” students can guess and get the correct answer • Don’t use “all of the above” – has flaws

  5. Using Multiple Measures • Group like items and questions • True/False not recommended – students have a 50% chance of getting correct answer • Always create questions based on course objectives and prescribed learning outcomes

  6. Additional Tips • Review your instructional objectives before and after writing each test • Consider handing out a study guide a week before each test. Make it thorough • Announce point values for each item • Have a colleague or graduate student read (or work through) the test. Revise again if necessary

  7. Additional Tips • Consider using a short paragraph, charts or graphs followed by a series of questions • Return graded tests promptly to maximize learning • Consider a time limit for requesting re-grading ( e.g., one week)

  8. Designing Essay Exams • Discuss types of questions and show sample answers • Announce how spelling, grammar, and handwriting will affect essay grades • Only try to test one or two objectives per item

  9. Designing Essay Exams • Reserve essay questions for Blooms application level or higher • Have a colleague read each question for clarity • Indicate on test the point value and an appropriate response length or time • Allow students three times longer to answer a question than it takes you to answer it

  10. Grading Essay Exams • Outline a model answer with point values • Keep student identities anonymous • Score all Question 1’s, then all Question 2 's, etc. • Shuffle papers between grading of different questions • Provide written feedback and/or model answers

  11. References • R M. Felder & R Brent, National Effective Teaching Institute, 2000‘ • http://www.unc.edu/depts/ctl/fyc.html

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