Polishing the examination – key points, Liz Norman, ANZCVS Exam Writing Works...Liz Norman
Polishing the examination – key points
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Grading criteria and marking schemes, Liz Norman, SAVS-CSU Learning and Teach...Liz Norman
Grading criteria and marking schemes
Presentation for School of Animal & Veterinary Sciences - Charles Sturt University, Learning and Teaching Extravaganza 2014, National Wine and Grape Industry Centre, Wagga Wagga, Australia, 6th February 2014
Liz Norman, Massey University, New Zealand
Polishing the examination – key points, Liz Norman, ANZCVS Exam Writing Works...Liz Norman
Polishing the examination – key points
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Grading criteria and marking schemes, Liz Norman, SAVS-CSU Learning and Teach...Liz Norman
Grading criteria and marking schemes
Presentation for School of Animal & Veterinary Sciences - Charles Sturt University, Learning and Teaching Extravaganza 2014, National Wine and Grape Industry Centre, Wagga Wagga, Australia, 6th February 2014
Liz Norman, Massey University, New Zealand
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...Liz Norman
Blueprinting and drafting examination questions
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
Blueprinting and drafting questions, Liz Norman, SAVS-CSU Learning and Teachi...Liz Norman
Blueprinting and drafting questions
Presentation for School of Animal & Veterinary Sciences - Charles Sturt University, Learning and Teaching Extravaganza 2014, National Wine and Grape Industry Centre, Wagga Wagga, Australia, 6th February 2014
Liz Norman, Massey University, New Zealand
Crafting questions that measure what you want to measure, Liz Norman 2014Liz Norman
Crafting questions that measure what you want to measure, Institute of Veterinary, Animal and Biomedical Sciences Teaching and Learning Workshop, July 3, 2014, Massey University, Palmerston North, New Zealand
Clarity and why its important, Liz Norman, ANZCVS Exam Writing Workshop, Nove...Liz Norman
Clarity and why its important
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...Liz Norman
Blueprinting and drafting examination questions
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
Blueprinting and drafting questions, Liz Norman, SAVS-CSU Learning and Teachi...Liz Norman
Blueprinting and drafting questions
Presentation for School of Animal & Veterinary Sciences - Charles Sturt University, Learning and Teaching Extravaganza 2014, National Wine and Grape Industry Centre, Wagga Wagga, Australia, 6th February 2014
Liz Norman, Massey University, New Zealand
Crafting questions that measure what you want to measure, Liz Norman 2014Liz Norman
Crafting questions that measure what you want to measure, Institute of Veterinary, Animal and Biomedical Sciences Teaching and Learning Workshop, July 3, 2014, Massey University, Palmerston North, New Zealand
Clarity and why its important, Liz Norman, ANZCVS Exam Writing Workshop, Nove...Liz Norman
Clarity and why its important
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Translating research experiences to employability skills: using evidence to m...Kirsten Zimbardi
Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania).
Abstract:
All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions.
Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352.
Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559.
Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15.
Zimbardi K et al (in press) IJISME
Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250
Introduction to experimental designsPH2600 2019Neil O’TatianaMajor22
Introduction to experimental
designs
PH2600 2019
Neil O’Connell
Learning outcomes
By the end of the lecture students should
be able to:
Describe basic common experimental
study designs
Consider some of the biases that
attempt we control for
Describe the basic purpose and
structure of a systematic review
A bottom line
The choice of design should
arise from the research
question - not the other way
around.
Experimental design - definition
In which one (or more) variable(s) is
manipulated and the effect of this
manipulation is observed in other
variables.
It aims to control all other variables.
It allows us to infer causality
Causality
If there is change to A does a change
in B result?
◦ Cause must precede the effect
◦ The cause and effect must co-vary
◦ If the cause does not occur then neither
does the effect
Inferring causation - problems
Confounding
Regression to the mean
Natural recovery
Placebo/ non-specific effects
Hawthorne Effect (Observer)
Rosenthal Effect (Experimenter
expectancy)
Time itself is a
confounder
Se
ve
ri
ty
Time
Se
ve
ri
ty
Time
Control group
By including a group who undergo the
same conditions (except…) as the
experimental group we control for
numerous possible confounders
For within-subjects designs this might
be a control condition
Blinding
Why conceal the identity of
the experimental condition?
◦ A function of placebo groups -
‘sham’ interventions
◦ Single blind
◦ Double-blind
◦ Triple Blind
◦ What confounders might
blinding control for?
Who can
we blind
in trials
of PT?
Group designs – within or
between subjects
Within Group design
One group of
participants receives
all experimental
conditions (including
control)
Offers paired data
Between-Group
Design
Different groups
receive the different
experimental
conditions
Offers unpaired data
Designs
Randomised controlled experiment.
Parallel, cross-over, factorial
Controlled experiment
Quasi experimental study
Single group pre-test post-test
design
Group before
Same group
after
IN
T
ERV
EN
T
IO
N
Time series design
IN
T
ER
V
EN
T
IO
N
measure measure
Basic parallel experimental design (pre
test-post test)
Experimental
group
INTERVENTION
CONTROL Follow up
Follow up
Control group
Pre
test
Post test
SAME
POPULATION
TAKE
BASELINE
MEASURES
INTERVENTION
CONTROL FOLLOW UP
FOLLOW UP
Pre
test
Post test
How to ensure the groups are
the same?
Matching groups
Or
Use the same group for the different
conditions
Or
Randomisation
RANDOMISATION
The beauty of randomisation
It solves all your problems (maybe)!
In NRS you can only control for known
confounders
Successful randomisation controls for
all
Even imbalances at baseline occur at
random and are unsystematic biases.
RA Fisher (1935)
“Randomisation
relieves the
experimenter from the
anxiety of considering
and estimating ...
This lecture looks at:
- An explanation of each of the steps in the research process flowchart
- Types of data
- Generating and testing theories
- Measurement error
- Validity
- Reliability
The concept of veterinary competence: perspectives and challenges, Liz Norman...Liz Norman
A keynote presentation for the Melbourne Academy for Veterinary Learning and Teaching (MAVLT) symposium, University of Melbourne, December 2 & 4, 2014
Abstract:
Everyone agrees that veterinarians must be competent but what exactly is veterinary competence? Characterising veterinary competency is complicated by its context specificity, its intangible and abstract components and by the fact that it reflects social values and priorities. Yet a competency-based curriculum relies on having outcomes that are both understood and measurable. Many aspects of defining veterinary competencies are challenging, including whether they should be limited to observable behaviours, whether they should be viewed as carried by individuals or by teams, and how we can best represent the integrated holistic nature of competence. Viewing competency from different perspectives can stimulate new thinking about how to teach, assess and research this difficult concept.
Making space for innovation in veterinary teaching, Liz Norman, 2014Liz Norman
A keynote presentation for the Melbourne Academy for Veterinary Learning and Teaching (MAVLT) symposium, University of Melbourne, December 2 & 4, 2014
Abstract:
As reflective practitioners, teachers innovate all the time in both big and small ways. Innovation is an important part of iterative improvement and response to new challenges in teaching and learning . Many teaching innovations involve introduction of new content and activities to the curriculum. Student-centred teaching, collaborative and active learning can add substantial time requirements for students. How can this be accommodated in already burgeoning curricula like that of veterinary science? How can we ensure that teaching and learning innovations do not contribute to overload but provide appropriate demand and encourage deep learning? Three important aspects of tackling this problem are ensuring alignment of assessment practices with learning activities; accounting realistically for actual workload of existing content and innovations; and designing innovations which minimise perceptions of workload for students.
Writing MCQs: traps to avoid and tips to help you write better MCQs, Institute of Veterinary, Animal and Biomedical Sciences Teaching and Learning Workshop, July 3, 2014, Massey University, Palmerston North, New Zealand
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Clarity and why it’s important liz norman anzcvs 2015
1. Clarity and why its important
Liz Norman
Massey University
Australian and New Zealand College of Veterinary Scientists
Examiner Workshop, 14-15 February, 2015
2. “Effective item writers are trained,
not born … “
Downing and Haladyna 2006, Handbook of test development ,p. 11
4. What we don’t want to measure
• Ability to take tests
• Ability to write legibly and fast
• Ability to rote learn whole pages of textbooks or
review articles - prewriting
• Ability to write down a huge series of unconnected
facts in no particular order
• Ability to research examiner's fields of interest and
rote learn impressive aspects of that
• Ability to interpret what examiners are thinking
5. Why clarity is important
• We want the candidate to do the task we
envisaged, not something else
– Validity – measuring what we intend to measure
• We want to minimise irrelevant difficulty
– Validity – measuring what we intend to measure
6. Communication
The examination questions are the question setter’s
expression of the question setter’s task.
The candidate’s answer represents the candidate’s
expression of the candidate’s interpretation of the questions.
The marker evaluates the marker’s interpretation of the
candidate’s expression of the candidate’s answer.
The marker uses the marker’s interpretation of the setter’s
expression of the setter’s task to evaluate the candidate’s
answer.
Modified from Pollitt & Ahmed (1999) New Model of the Question Answering Process. IAEA. Bled, Slovenia
8. Expectations and stereotypes
Examples:
• “treatment”
• all differential diagnoses vs those only applicable
in a particular case
• expectation that Qs will ask about what
something is rather than what it is not
• expectation of hard questions
9. Elephant Riding
Jan Kemp
Climbing up
the back of an elephant
you spring into
the toehold of its tail
held in place by the mahout
grab the ropes
strapped round its belly
& haul yourself up.
She rises
from buckled knees under you
moves like a ship
you’re high
under the hanging ashoka leaves
as you flow forward
her fly-bitten ears grey sails flap.
she flings the odd young-leaved branch
into her mouth
with her triumphant trunk.
10. Crisp et al. (2008). Tales of the expected: The influence of students' expectations on question validity
and implications for writing exam questions. Educational Research, 50(1), 95-115.
Year 11 Science exam Q
11. Discuss the diagnosis and management of a cat
with both chronic renal failure and hyperthyroidism.
(24 minutes)
12. Contextualising Qs
• Context is good because it brings relevance and
authenticity
• Allows assessment of concrete or specific examples
not abstract concepts or generalisations
• Allows assessment of applied learning (doing not
just knowing)
• All these carry with them a potential for bias.
13. Contextualising Qs
• Other disadvantages:
– More words used
– More intended/unintended demand
– Familiarity – schemas/sterotypes
– Focus may direct candidates to the wrong aspects
– Images can be particularly distracting
14. You are presented with a poorly controlled diabetic dog.
The dog is an 8 year old female spayed Labrador weighing
36 kg with a body condition score of 7/9. The dog has
been on porcine lente insulin (Caninsulin) twice daily for 3
months. Various doses have been tried during this time
and the dog is currently receiving 70 units twice daily. The
dog is still polyuric and polydipsic with 3+ to 4+ glucosuria.
Discuss the possible causes of poor control which you
should consider when evaluating this dog.
15. List the possible causes of consistently high blood
glucose values in a dog being treated with
subcutaneous insulin injections for the treatment of
diabetes mellitus. Outline your approach to
investigating these possible causes.
16. Question 1
A crate of 12 cans of cola costs $4.20. How much
do 7 crates of cola cost?
Question 2
A ski pass costs $4.20. How much would it cost for
7 days?
Ahmed & Pollitt (2007) Improving the quality of contextualized questions: An experimental investigation of focus.
Assessment in Education: Principles, Policy & Practice, 14(2), 201-232.
18. Guidelines for using context
• If you are going to use context use a natural real
one
• Contextualise purposefully for what it brings to
the task
• Only use images when the Q could not be asked
without them
• Don’t decorate!
19. Don’t write questions; write tasks
What is your
diagnosis?
State the most likely diagnosis
State the most likely diagnosis
and explain your reasoning
Discuss the differential
diagnoses you would consider
in this case
or …..
20. Instructional verb examples
Compare: to find similarities between things, or to look for characteristics
and features that resemble each other.
Contrast: to find differences or to distinguish between things.
Discuss: to present a detailed argument or account of the subject matter,
including all the main points, essential details, and pros and cons of the
problem, to show your complete understanding of the subject.
Define: to provide a concise explanation of the meaning of a word or
phrase; or to describe the essential qualities of something.
Explain: to clarify, interpret, give reasons for differences of opinions or
results, or analyse causes.
Illustrate: to use a picture, diagram or example to clarify a point.
21. Specify boundaries of the answer
Species
e.g. “in both dogs and cats…”
Quantities and amounts
e.g. “Provide 5 reasons why…”
With reference to
e.g. “ With reference to the published research from ..”
Time
eg: “in the first 24 hours”
Part of the question
Eg: “for one of your differentials….”
22. What are the
clinical signs of
hypothyroidism
in dogs and how
do they arise?
List the three most
common owner-
observed clinical signs
of hypothyroidism in
dogs and explain how
thyroid hormone
deficiency leads to each
of these signs.
23. Guidance
Question 1
Discuss the use of insulin for the treatment of diabetes
mellitus in cats (25 marks)
Question 2
a) Describe the advantages and disadvantages of insulin
therapy for diabetes mellitus in cats (10 marks)
b) Indicate the dose and frequency of administration of
insulin you would prescribe to a newly diagnosed cat
with diabetes mellitus. (5 marks)
c) Describe the recommendations you would make for the
frequency and timing of feeding in relation to insulin
dosing in cats with diabetes mellitus (10 marks).
24. Guidance
You have been contacted by a farmer producing Pacific
oysters (Crassostrea gigas) intertidally, in a bay containing
a number of oyster farms. The farmer is concerned with the
amount of dead shell they are seeing during the current
grading. Explain how you would approach this scenario.
(20 marks)
Include in your answer how the information you could
gather might influence your assessment, what differential
diagnoses you consider and detail how you might further
investigate potential causes and what advice you would
provide
26. Name two (2) diagnostic tests you would run next to
investigate the cause of this dog’s current illness.
27. Outline your approach to confirming the initial
clinical diagnosis and a management and
prevention plan for this problem. This discussion
should include an outline on further observations
taken about ….
28. A veterinarian asks your for assistance in
designing a protocol for the delivery of a vaccine
for cats in their practice. What factors would you
take into consideration in designing this protocol?
29. Are there any clinical features which can help you
determine this patient’s prognosis?
31. Discuss commonly found tumours and tumour-like
disorders associated with the oral cavity and
dental tissues of the horse.
32. How would you localise the site of the lesion?
Answer provided in the marking scheme:
Spinal lesion between T3 and L3
33. Write notes on
a) considerations in the selection of stockpersons
and animal attendants
34. Describe and give reasons for your further clinical
examination (if any), and recommendations to the
owner/trainer for diagnostics and treatment.
Explain what you think is really important and why.
Explain if you think there is any controversy in
treatment plans.
35. Outline and discuss a conceptual framework for
differentiating between ryegrass varieties available
in the New Zealand market place and for defining
possible strengths and weaknesses of a particular
cultivar. Your conceptual framework should reflect
the various options currently employed by plant
breeders in developing new cultivars. (10 marks)
36.
37. Briefly outline your interpretation of the laboratory
results. Do not just state the abnormalities.
40. How long it will take the candidate
• Unstructured tasks – open ended
• Need to control the demands of the Q carefully
• Question reading time
• Writing speed
42. Poppy is a 9 year old 12 kg female neutered fox terrier cross who has been on
treatment for diabetes mellitus with Caninsulin (porcine lente insulin) for 4 months.
She is currently receiving 5 units subcutaneously at 7:30 am and 5 units at 7:30 pm.
At the time of each injection she is fed a mixture of “Optimum” dog roll and Pedigree
Pal Meaty Bites. Her last visit was 2 weeks ago when her dose of insulin was
decreased by 2 units.
Since the last visit Poppy has been happy and active and is eating all her food at
mealtimes. Her body weight has not changed since the last visit and her body
condition score is 5/9. Her owner reports her to be drinking about 600mL of water
daily. Her owner is very happy with Poppy’s progress and comments that she is her
normal self again. There has been no signs of hypoglycaemia.
You detect no abnormalities on physical examination and admit Poppy to perform a
serial blood glucose curve. The owner has administered the morning insulin dose
and fed her as usual. The following results are obtained.
Based on your assessment of the clinical information and the glucose curve shown
what dose of insulin would you recommend Poppy be given now? (5 marks)
43. A client rings you up to arrange his quarterly visit as he is frustrated by ongoing
problems with his breeding herd. Some sows seem to take ages to cycle after
weaning, a lot are returning (and at funny times), there is a steady trickle of
abortions, and a lot of stillborns. When you get to the farm, the farmer mentions
that he has also had a few sows go down at farrowing with a fever, they usually
start panting and die, and there’s one right now in the old farrowing room he
wants you to take a look at. As you walk through the farrowing rooms you
notice that many of the sows, both expecting and lactating, have swollen
vulvas. The sow in question farrowed yesterday. She clearly has a temperature
and is panting. You also think she looks a bit anaemic and note that she doesn’t
appear to have any milk. You suspect what the problem is but think it would be
nice to confirm your diagnosis as, although it is suspected to occur in Australia,
the disease has never been definitively confirmed. You take a blood sample
and make a smear.
On your way home you drop the slide off at the lab and ask them if they will
have a look at it for you. Later that afternoon the pathologist rings up and (very)
excitedly tells you that after using Wright’s stain she spotted some cocci-like
organisms attached to the red blood cells. The pathologist has rung Biosecurity
Australia and they are not interested in pursuing this particular finding as they
have always considered it to be present.
You ring the farmer to tell him that you have confirmed your suspicion and that
he now needs to embark on the course of action you had discussed with him
earlier. Write the farmer a description of the disease and outline the short and
long-term course of action. Include in your report a brief discussion of what, if
any, potential there is for eradication. (25 marks)
45. Effect of time stress
• Time stress
– Increases the use of schemas (sterotyping)
– Decreases working memory processing capacity
– Decreases the ability to maintain relevant information
and suppress irrelevant information
47. Checking wording
• Check the question asks for what you are
rewarding in your marking scheme
• Ensure the wording gives an instruction
• Ensure the scope is clear – may need to be
specified
• Consider how the phrasing of the Q may distract
or misdirect candidates
• Simplify wording if necessary
• Check grammar and punctuation
48. Checking timing
• Allow reading time of 70 words per minute
(only necessary to check unusually wordy
examinations)
• Allow writing speed of no more than 20 words
per minute, preferably 15 words per minute
51. Next session’s task:
• Finalise your Q wording
• Print a copy of your Qs and marking schemes
• Exchange your exam with someone from
another discipline
• Give constructive feedback
52. End of the day
• Discussion on progress and challenges
• Feedback loops between examiners and
chapters
• How best for BoE to support examiners
• How best to administratively support examiners