1. Building Exams Dennis Duncan University of Georgia

2. Tips for Measuring Learning Learning – the ability to comprehend and retain subject matter. Measurement – determine a student’s learning abilities. Evaluation – Critique a student’s performance. Grade students on: 1. growth; 2. effort; 3. aptitude; and 4. compare to others.

3. Tips for Creating Exams Validity (content & cognitive levels) – may ask colleagues to review exam questions before administering exam Reliability – looking for consistency – often related to the length of the test The longer the test - less chance for error

4. Factors to Consider when Designing Multiple Choice Exams Every choice must be plausible – don’t give bad choices Don’t use “none of the above” students can guess and get the correct answer Don’t use “all of the above” – has flaws

5. Using Multiple Measures Group like items and questions True/False not recommended – students have a 50% chance of getting correct answer Always create questions based on course objectives and prescribed learning outcomes

6. Additional Tips Review your instructional objectives before and after writing each test Consider handing out a study guide a week before each test. Make it thorough Announce point values for each item Have a colleague or graduate student read (or work through) the test. Revise again if necessary

7. Additional Tips Consider using a short paragraph, charts or graphs followed by a series of questions Return graded tests promptly to maximize learning Consider a time limit for requesting re- grading ( e.g., one week)

8. Designing Essay Exams Discuss types of questions and show sample answers Announce how spelling, grammar, and handwriting will affect essay grades Only try to test one or two objectives per item

9. Designing Essay Exams Reserve essay questions for Blooms application level or higher Have a colleague read each question for clarity Indicate on test the point value and an appropriate response length or time Allow students three times longer to answer a question than it takes you to answer it

10. Grading Essay Exams Outline a model answer with point values Keep student identities anonymous Score all Question 1’s, then all Question 2 's, etc. Shuffle papers between grading of different questions Provide written feedback and/or model answers

11. References R M. Felder & R Brent, National Effective Teaching Institute, 2000‘ http://www.unc.edu/depts/ctl/fyc.html