Building Exams

Dennis DuncanUniversity 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:

1. growth; 2. effort; 3. aptitude; and 4. compare to others.

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

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

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

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

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)

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

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

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

References R M. Felder & R Brent, National Effective

Teaching Institute, 2000‘

http://www.unc.edu/depts/ctl/fyc.html