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Designing MC Exams
 

Designing MC Exams

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Grading & Midterm Assessments - Designing Exams: A Roundtable Exchange of What Works in Creating Objective Questions

Grading & Midterm Assessments - Designing Exams: A Roundtable Exchange of What Works in Creating Objective Questions

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    Designing MC Exams Designing MC Exams Presentation Transcript

    • Designing Objective (Multiple Choice) Exams Mike DeBisschop, Dawn Rager, and Theresa Westbay
    • Tools & Strategies for Writing Questions
      • Types of Questions
        • Factual
        • Conceptual
        • Applied
        • See examples corresponding to Bloom’s Taxonomy at the University of Texas Instructional Assessment Resources website
      • Content of Questions and the Exam as a Whole
        • Work backwards from learning objectives
        • Does the distribution of items make sense given the learning objectives?
        • Construct an exam blueprint
          • See example blueprint at the University of Texas Instructional Assessment Resources website
    • Another Example of an Exam Blueprint % of Test Items at Each Level Number of Questions 4 3 2 1 Applied Questions Conceptual Questions Factual Questions Topics % of Test Devoted to Each Topic Number of Questions Levels of Understanding
    • Tools & Strategies for Writing Questions
      • Design of Questions
        • Simplicity and clarity are usually best
        • Avoid "tricky" or confusing questions
        • Take extra care when using negative language
        • Avoid obvious distracter items
      • Time Considerations
        • Carefully consider the length of the exam and time required to complete it
          • Influenced by the nature of the items
          • Try to keep questions brief
          • Consider individual student variability
    • Minimizing Test Anxiety
      • Consider giving practice questions
      • Consider permitting students to ask for clarification
      • Consider using humor in small doses
    • Evaluating Test Items & the Exam as a Whole
      • Item analysis
      • Peer review
      • Consider allowing students to challenge questions in a controlled, but fair manner
      • Consider marking and quickly reviewing scantrons by hand to detect errors and discourage cheating
      • What to do when you discover that an item is faulty
      • Evaluate the overall grade distribution
        • Compare across sections and/or over time if possible
      • Use the information gathered reflectively in designing future exams
    • Activity: Evaluating Items
      • Activity on evaluating multiple choice items at the University of Texas Instructional Assessment Resources website
    • Additional Resources
      • PETAL website
        • Grading
      • Writing Multiple-Choice Questions that Demand Critical Thinking
      • Designing and Managing MCQs :