Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.

1. EAC 2018 | Fort Lauderdale | June 27-29
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Retiring Exam Questions?
How to Use These Items in Formative Assessments
Dan Thompson, M.S.
Manager of Instructional Design and Educational Technology
Oklahoma State University Center for Health Sciences

2. Retiring Exam Questions?
How to Use These Items in
Formative Assessments
Dan Thompson, M.S.
Manager of Instructional Design and Educational Technology
Oklahoma State University Center for Health Sciences

3. Session Objectives
 At the completion of this session, participants will be able to:
 Use exam item analytics to identify which retired items are best to use in
formative assessments
 Determine the best method(s) of formative assessment to implement for
your lesson/content
 Create valuable formative assessments to engage students with course
content

4. Introduction
 Things we know:
 We retire exam items (or we should)
 Use of formative assessment can improve:
 Student outcomes
 Student self-awareness
 Faculty awareness of student knowledge
 Use ExamSoft (and your exam items that are already in
there!) to engage students with formative assessments
David, N, & Macfarlane-Dick, D. (2006). Rethinking Formative Assessment in HE: a theoretical model and seven principles of good feedback
practice. http://www.heacademy.ac.uk/assessment/ASS051D_SENLEF_model.doc

5. Which Retired Items Should I Use?
 Stats to review:
 P-value
 Discrimination Index
 Biserial
 Mastery vs. Discrimination items
 Assessment for learning
 Assessment of learning

6. Goals/Objectives
 What is your goal with your formative assessments?
 Exam prep
 Reinforcing concepts
 Creating student self-awareness
 Others??

7. Best Practices
 Which methods of formative assessment to use…and when
 Exam prep
 “Guided study”
 Practice exams
 During class
 Engaging students in course content
 “Assessment breaks”
 Reinforcing concepts
 Exit quiz
 Transitioning to new content
 Student self-awareness / faculty awareness
 Real-time scores for faculty and quick feedback for students

8. More Best Practices
 Outside class
 Pre-class prep
 Prepare students for active learning in-class sessions (mastery items)
 Pre-test/post-test
 Post-class review
 Are students understanding content?
 “Muddiest point”

9. Feedback!
 Feedback is the necessary final
step of formative assessment
 Timely
 Quality
 Rationale

10. Thank you!!
 Questions/Comments?
 Dan.Thompson@okstate.edu
 @danthompsonidts

11. EAC 2018 | Fort Lauderdale | June 27-29