Presenter: Dr S Govender

2. APPROACHING MULTIPLE
CHOICE QUESTIONS
Prof Vanessa Scherman
UNDERSTANDING ONLINE
ASSESSMENT IN ODeL
ORIENTATION SESSION
FOR STUDENTS
ADOVH PROJECT
Facilitated by
Dr Salosh Govender
Prof Vanessa Scherman
Prof Ingrid Marais

3. OVERVIEW OF PRESENTATION
ONLINE
ASSESSMENTS
Assessment
Types:
Formative/
summative
Assessment
plan-
Weighting of
assessments
Assessment
strategy:
Continuous &
Online exams Strategies on
how to
approach
Question types
Preparation for
online exams

4. UNDERSTANDING FORMATIVE AND SUMMATIVE
ASSESSMENT
Formative
• When: Frequently
throughout the module to
enhance learning.
Learning activities
• Purpose: To identify
gaps, misconceptions ,
use the feedback
• Value: For both lecturer/
student.
• Opportunity for ongoing
feedback for each
assessment
• Students monitor own
learning
Examples
Summative
• When: At the end of the
instructional period of a
module
• Purpose: Collect
evidence of students
learning:
• Value: For scoring/
grading students
• Examples
➢Online examination
➢MCQS
➢Portfolio
➢Essays
➢ Research report,

5. WHAT IS AN ASSESSMENT PLAN?
Included in tut letter 101
An assessment plan includes:
•Which outcomes are to be assessed each year
•When each outcome is to be assessed: Timelines
•What evidence/samples of student work will be collected
•How the evidence of learning will be collected. Multiple
methods of assessment in relation to outcomes
•When and where the assessments will be collected/ submitted

6. ASSESSMEN
T STRATEGY
CONTINUO
US
Multiple
varied
assessment
s
Contributes
to final
mark
Paced
throughout
the year
E.g.
Discussions,
blogs, MCQs,
Quiz, essays,
short
questions,
etc.
Number of
assessments
Semester (4 to 6)
Year (6 to 8)
No once off
exams
Each
assessment
contributes
to final
mark
ASSIGNMEN
TS AND
ONLINE
EXAMS
Formative
Weighted
e.g. 20%
2/3
assignment
weighted and
graded
towards year
mark
Summativ
e
Weighted
e.g. 80%
Types
MCQs
File
uploads
ePortfolios

7. PREPARING FOR ONLINE EXAMS

8. PREPARING FOR ONLINE EXAMINATIONS
On the day
of exams
Preparations
on the day
before
Revise and
practice
Planning for
online exams
Online exams may be a new /
unfamiliar mode of assessment for you.
This presentation will guide you on how
to plan, revise and prepare for online
assessment

9. Ensure that you have the
appropriate device for
taking your online exams:
• Smartphone(with a
camera
• Laptop
• Internet connectivity
• Ensure all ICT
equipment is working/
fully charged
• Check that you can
download and upload
exams
• Prepare notepad,
pens/ pencils for
breaking down
questions, planning
time/ working out
solutions to problem
based question
• Familiarise yourself
with the guidelines(
Submission, times,)
• Approved resources,
e.g. calculator
• Plan an exam timetable
• Add all exam dates and
format
• Divide what you need to
revise into manageable
sections
• Learning outcomes and
assessment criteria : key
topics, concepts,
practices, theories, facts,
formulae
• Convert information into
tables, charts, flow
diagrams
• Exam practice: Work on
past/ mock exams,
assignment feedback
Choose a quiet space.
Inform the family
Combine time
management and exam
techniques
Read questions thoroughly
Submit your exams within
the timeframe
Refer to the guidelines for
trouble shooting technical
issues (what to do, who to
contact) Take a screenshot
Planning the online
environment
Revise and practice
Day before the
exams
Day of the exams
GETTING READY FOR ONLINE EXAMS

10. QUESTION TYPES FOR ASSIGNMENTS
AND EXAMS (ONLINE ENVIRONMENT)
Exam
question
types
Essay
questions
Short
answer
questions
Multiple
choice
Case
based/
scenarios
Randomized
MCQS
Problem/
calculations

11. ESSAY QUESTION
❖ Used to assess depth of understanding on a topic area.
❖ During the first 5-20 minutes of the exam write down the relevant points you can remember
on all essay questions you will answer.
❖ Before you write, analyse the question. Look at keywords and topic words. Work out what
aspects of the topic you have been asked to write about.
❖ Develop an argument from the question and include it in your introduction.
❖ Structure the points in the body paragraphs so that one point follows the other logically
and clearly.
❖ As a general rule, one paragraph = one point, supported by an example, explanation, and
evidence.
❖ Structure your exam question in the usual way - introduction, body paragraphs, and
conclusion.

12. SHORT ANSWER QUESTIONS
❖ A brief question or prompt that requires a written answer normally no more than a few
sentences. Sometimes a full paragraph is required.
❖ Give a direct answer to the question in the first sentence, which explains the point you are
making in the paragraph.
❖ Keep your answers to one paragraph and include key words or phrases. How long your
answer is will depend on marks allocation for the question.
❖ Organise your ideas logically, briefly, and concisely.
❖ Focus on the points, keywords, ideas, or phrases the examiner will be looking for when the
question was designed.
❖ Answer the specific questions given. Do not just write about what you know about the topic in
general.

13. PROBLEM/ CALCULATION QUESTION
❖ Write down relevant formulae, equations, and rules.
❖ Clearly show the steps you have taken in working out the answers.
❖ If necessary, write some notes to explain your answers.
❖ For numerical problems involving computation, make sure you include the
appropriate units (e.g. ml, km, m/sec, etc.) in your final answer.
❖ Draw/ illustrate the steps and resources used to solve the problem.
❖ Go through and solve the easier problems first and return to the more difficult
ones later.

14. CASE STUDY QUESTIONS
❖ Authentic learning experiences. Integrates the real life experiences /workplace cases into your study
❖Critical skills of 4IR- 4CS. Communication, critical thinking, collaboration, creativity.
❖STRATEGIES TO APPROACH CASE STUDIES
• Analyse and interpret the question carefully. Look for command words and any specific focus
• Read the case study, underlining or noting down words or numbers that relate to module concepts or indicate a particular kind of problem.
• On a separate page, use each of these issues (the words you have located and underlined) as a heading and correlate the module concepts or
theories (and theorists) that underlie or match them.
• Think how you will integrate your answer. Remember you will have to mention both the issue from the scenario and the course material that
relates.
• Decide which issue you will deal with first. If there is an expected sequence (as in a diagnostic scenario) follow that order.
Otherwise, EITHER write on the issue that you know is a core concept in the module (and which you have therefore learned well) first OR write
on the issue about which you know most first.
• Check again that you are following the command(s). For example, if the question asks you to make recommendations - have you included these?
• If a scenario is worth 20 marks make at least five different points about four different concepts.
.

15. MULTIPLE CHOICE QUESTIONS
❖Read a multi-choice question in its entirety before glancing over the answer option, don’t
assume they contain any ‘tricks
❖ After reading a question, answer it in your mind before reviewing the answer options
❖ Eliminate answer options which you're 100% sure are incorrect before selecting the
answer you believe is correct
❖ Using the process of elimination, cross out all the answers you know are incorrect, then
focus on the remaining answers
❖ It's important to select the best answer to the question being asked
❖Read every answer option prior to choosing a final answer
❖ If you're having difficulty answering a question, move on and come back to tackle it once
you've answered all the questions you know
❖ If it will not count against your score, make an educated guess for any question you're
unsure about
(University of Guelph, 2019)

16. NOTE THE COMMAND WORDS
Example: Critically compare TWO
teaching approaches a teacher may
use in mathematics teaching
Support answer with
examples where
appropriate.
This question requires student to critically
compare TWO different teaching approaches in
particular. As such, they will not be able to pass
by writing about LESS than TWO
This is the
command word.
Critically
compare
This is what is expected in your answer
You need to critically compare TWO teaching approaches such as teacher directed
or child centred approach. Your answer must include both approaches together,
the strengths and weaknesses of each and comparing them to each other. The
question did not require you to look critically at each one of the selected approach
on its own but rather compare both together and show an appropriate
understanding of the effect of adopting either. It does not matter which
approaches are compared but the student should be able to carry out a critical
comparison that is detailed, that provides the reasons for using both of the
approaches and the factors linked to their use.

17. MORE COMMAND WORDS
VERBS/ACTION WORDS EXPLANATION
Name/List Only state the facts – do not expand.
Describe/State/Summarise
/Sketch
Simply record how you see a particular phenomenon; give a brief condensed
statement.
Discuss Comprehensive term that includes compare, motivate and explain.
Compare Weigh different elements against one another and indicate their similarities and
differences.
Motivate The emphasis is on the reasons for a particular decision or point of view. A
certain degree of elaboration is needed, but the main emphasis is on the
analysis of the motives/reasons.
Define Write the meaning of a particular word or phrase. Write the exact meaning of it
or define information a little more broadly. As such, describe the nature and/or
properties of this information.

18. GENERAL GUIDELINES FOR EXAMINATIONS
❖ Use assignments as a guide to what type of material to study
❖ Focus on the learning outcomes and use the course outlines as a framework for your study
❖ Study both major concepts and details; relationships, similarities, and differences
between concepts
❖Analyse and study the feedback provided
❖ Express concepts in your own words and apply the material, not just to the point of recognition
❖Read through the entire paper before attempting any questions
❖ Manage your notional hours.
• 12 credit = 120 hours
• Calculate the amount of time you can spend on each section or question according to the
number of marks it's worth
 Leave time at the end of exam to return to unfinished questions
• Work quickly and skip questions that you can’t answer right away.
• Ensure that you upload / submit your exams on time.

19. CONCLUDING COMMENT
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