1. Marija Katić Faculty of Electrical Engineering and Computing University of Zagreb

2. 1. Introduction - Why this topic? 2. Question/Task lifecycle  Type selection  Definition  Complexity estimation  Solving time estimation 3. Exams schedule 4. What have we created? 5. Cheating prevention 6. Conclusion

3.  “Bologna” has brought diferent ways of student’s knowledge examination and evaluation ◦ Homework ◦ Short exam ◦ Midterm exam  Need for adaptation of questions/tasks definition and creation for a programming area  Based on the experience

4. QUESTION/TASK LIFECYCLE QUESTION/TASK LIFECYCLE Type selection Definition Complexity estimation Solving time estimation

5.  Depending on the part of the examination: ◦ Homework:  Task  Solving elements of real life situation/problem  Individual work ◦ Short exam:  Multiple choice questions  Single correct answer  AHyCo e-learning system for testing knowledge (http://ahyco.fer.hr) ◦ Midterm exam:  Task  Solving real life situation/problem  Team work

6.  For all question or task types: ◦ Selection and adaptation of content  Especially with midterm exam: ◦ Logical and analytical thinking ◦ Constructive approach includes creativity

7.  Answering the question or programming the task  Finding all possible answers or solutions ?

8.  Consequence of the previous phase  Especially important because of the time limit

9.  Testing knowledge in 3 cycles  Questions for all cycles  Progressive increase of cognitive demands from lower to higher cycle ◦ Progressive increase of logical and analytical questions

10. Assignment:What??When?? Short exam 60 min 20 questions Automated evaluation We have created per cycle: 200 questions 20 units At the end of the cycle HomeworkSolving parts of the project (parts of the midterm exam) Every week Midterm examProject tasks deliveriesAt the end of the cycle

11.  Generally: different exams reduce cheating possibility  In our case: ◦ Especially with short exams (taking place in the controled computer classroom)  AHyCo e-learning system for testing capable to produce multiple versions of an exam  Requires distribution of questions into units according teaching curriculum  What is more questions for each unit, less is cheating possibility ◦ Homework is hard to control ◦ Midterm exams are “self-protected”

12.  Bologna changed the way students are examined  Adaptation of questions/tasks definition and creation  Cheating prevention  Students are more stimulated

13. Thank You for Your attention!

14. Questions...??