![]() Then develop a series of questions based on that material, the answers to which require students to process and think through the material and question significantly before answering. Provide a small collection of data, such as a description of a situation, a series of graphs, quotes, a paragraph, or any cluster of the kinds of raw information that might be appropriate material for the activities of your discipline. Consider using small “cases studies,” problems or situations. Objective-answer tests can be constructed to require students to apply concepts, or synthesize and analyze data and text. However, the general rule is “adapt rather than adopt.” Existing items will rarely fit your specific needs you should tailor them to more adequately reflect your objectives. Teachers’ manuals containing collections of items accompany many textbooks. The first is to find and adapt existing test items. Since the practical arguments for giving objective exams are compelling, we offer a few suggestions for writing multiple-choice items. The disadvantages of objective tests include a tendency to emphasize only “recognition” skills, the ease with which correct answers can be guessed on many item types, and the inability to measure students’ organization and synthesis of material Objective tests have the advantages of allowing an instructor to assess a large and potentially representative sample of course material and allow for reliable and efficient scoring. (For more information on summative assessment, see the CITL resource on formative and summative assessment.) McKeachie (2010) only half-jokes that “Unfortunately, it appears to be generally true that the examinations that are the easiest to construct are the most difficult to grade.” The inverse is also true: time spent constructing a clear exam will save time in the grading of it.īy “objective” this handbook refers to tests made up of multiple choice (or “multi-op”), matching, fill-in, true/false, fill-in-the-blank, or short-answer items as objective tests. Most tests are a form of summative assessment that is, they measure students’ performance on a given task. Kelley Office of Instructional Consulting and Assessment.Application for an Active Learning Classroom.Attendance Policies and Student Engagement.Administering and Interpreting Course Evaluations.Third Party Services: Legal, Privacy, and Instructional Concerns.Assessment for General Education and Programmatic Review.Alternatives to Traditional Exams and Papers. ![]()
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