By Sally Brown, Phil Race, Brenda Smith
During this thoroughly up-to-date variation of 500 tips about evaluate, the authors examine the questions and the issues that lecturers face and supply them with functional tips. Their recommendation is down-to-earth, jargon-free and digestible, overlaying such key matters as: placing review into context: top perform, studying results and tracking caliber of evaluate various exam codecs: conventional, open-book, open-notes, oral tests diversified evaluation codecs: essays, stories, functional paintings, displays suggestions and evaluate assessing staff studying.
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Extra info for 500 Tips on Assessment (500 Tips)
If no one is selecting a given distractor, it is serving no useful purpose. Distractors need to represent anticipated errors in students’ knowledge or understanding. 9 Try to avoid overlap between questions. If one question helps students successfully to answer further questions, the possibility increases of students picking the right options for the wrong reasons. 10 Avoid options such as ‘none of the above’ or ‘all of the above’. These options are a let-out for students who find it hard to decide between the other alternatives, and are often chosen by weaker students in surfacethinking mode.
The following suggestions may help you to devise effective multiplechoice exams. 45 500 TIPS ON ASSESSMENT 1 Check the performance of each question with large numbers of students before including it in an exam. The most suitable questions are those that discriminate between the able and the less able candidates. There are statistical packages that can help you work out the ‘facility value’ of questions (how easy or difficult they are) and the ‘discrimination index’ of questions (how well they separate the best candidates from the rest).
Then lead them through an assessment of their work using a marking scheme during the tutorial. Ask them to prepare lists of questions on matters arising from the exercise, on both subject content and requirements for exams, and use their questions to focus tutorial discussion. 3 Display an exam question on-screen in a large-group lecture. Ask students in groups to brainstorm the principal steps they would take in the way they would approach answering the question. Then give out a model answer to the question as a handout and talk the class through the points in the model answer where marks would be earned.
500 Tips on Assessment (500 Tips) by Sally Brown, Phil Race, Brenda Smith