By Sally Brown, Phil Race, Brenda Smith
During this thoroughly up-to-date version of 500 pointers on evaluate, the authors examine the questions and the issues that lecturers face and supply them with sensible counsel. Their recommendation is down-to-earth, jargon-free and digestible, overlaying such key concerns as: placing evaluate into context: most sensible perform, studying results and tracking caliber of overview diversified exam codecs: conventional, open-book, open-notes, oral checks assorted evaluate codecs: essays, reviews, useful paintings, shows suggestions and review assessing team studying.
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Extra info for 500 Tips on Assessment (500 Tips)
Helping students to see what their exams may measure The checklist in Table 2 is adapted from an exercise to set students when running study-skills sessions for them on revision strategies and exam technique. The original exercise, with discussion, is in Race (1999). Table 2 Task: what do you think traditional exams really measure? Make your decisions below, then compare your views to those of other people – particularly those who mark exams. Factors measured by time-constrained unseen written exams?
This also helps reduce any discrimination against those students for whom English is their second or third language. 6 Work out what you’re really testing. Is each question measuring decisionmaking, strategic planning, problem-solving, data processing (and so on), or is it just too dependent on memory? Most exam questions measure a number of things at the same time. Be up-front about all the things each question is likely to measure. In any case, external scrutiny of assessment may interrogate whether your questions (and your assessment criteria) link appropriately with the published learning outcomes for your course or module.
8 Help students develop revision and exam techniques. There are plenty of books, learning packages and computer packages available to help students to build up conﬁdence. 9 Encourage students in pairs to set each other questions and mark them. Informally talking through their answers to each other can motivate them, and help them improve their self-conﬁdence. 38 EXAMS OF VARIOUS SORTS 10 Give students the chance to recognise that your course or module might be wrong for them. If they decide to move on to another subject or ﬁeld of study, then help them to recognise that their move may be down to having originally made a poor choice of subject to study, rather than its necessarily being the result of any lack of ability or intelligence on their part.