Review your notes after each class.
Distribute possible essay questions before the exam and make your marking criteria slightly stricter. This gives all students an equal chance to prepare and should improve the quality of the answers — and the quality of learning — without making the exam any easier.
Some of the principle advantages to oral exams are that they provide nearly immediate feedback and so allow the student to learn as they are tested.
There are two main drawbacks to oral exams: Oral exams typically take at least ten to fifteen minutes per student, even for a midterm exam. As a result, they are rarely used for large classes. In many departments, oral exams are rare.
Students may have difficulty adapting to this new style of assessment. In this situation, consider making the oral exam optional. While it can take more time to prepare two tests, having both options allows students to choose the one which suits them and their learning style best.
Computational Computational questions require that students perform calculations in order to solve for an answer. Effective computational questions should: Be solvable using knowledge of the key concepts and techniques from the course.
Before the exam solve them yourself or get a teaching assistant to attempt the questions. Indicate the mark breakdown to reinforce the expectations developed in in-class examples for the amount of detail, etc.
To prepare students to do computational questions on exams, make sure to describe and model in class the correct format for the calculations and answer including: How students should report their assumptions and justify their choices The units and degree of precision expected in the answer Suggestion: Have students divide their answer sheets into two columns: This ensures that the marker can distinguish between a simple mathematical mistake and a profound conceptual error and give feedback accordingly.
Assessment in the Classroom. Use this citation format: Centre for Teaching Excellence, University of Waterloo.McKeachie () gives the following advice: “As a rule of thumb I allow about 1 minute per item for multiple-choice or fill-in-the-blank items, 2 minutes per short-answer question requiring more than a sentence answer, 10 to 15 minutes for a limited essay question, and half-hour to an hour for a broader question requiring more than a page or.
|Multiple-Choice||Strategies, Ideas, and Recommendations from the faculty Development Literature General Strategies Do not use essay questions to evaluate understanding that could be tested with multiple-choice questions. Save essay questions for testing higher levels of thought application, synthesis, and evaluationnot recall facts.|
Are short-answer questions better than multiple-choice questions for assessing the understanding of English language learners? Assessment is an essential and vital source of information about students' language-learning needs (Gibbons, ).
Multiple choice, true-false and matching items can be correctly answered through blind guessing, yet essay items can be responded to satisfactorily through well written bluffing. Multiple choice is a form of an objective assessment in which respondents are asked to select only correct answers out of the choices from a list.
The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies..
L. . Instructors can use both “multiple-choice” (MC) and “constructed response” (CR) ques- tions (such as short answer, essay, or problem-solving questions) to evaluate student understanding of course materials and principles.
Multiple Choice Test Taking Tips Essay Test Tips-Help Read the directions carefully; pay close attention to whether you are supposed to some short answer questions have multiple parts. Oral Test Tips-Help Confirm the time .