Examination design

Learning intentions

That a good examination is meaningful, fair and used to inform teaching

That a good examination is derived from the curriculum content

That a good examination provides a range of question types appropriate to different levels of thinking

That a good examination is accompanied by a marking schedule

Characteristics of a good examination Is a fair and valid assessment of students’

abilities in relation to the expected learning outcomes

Gives students opportunity to show what they can do, rather than reveal what they cannot

Adheres to any requirements specified in the course prescription

Is clear, unambiguous and error-free Is balanced in terms of time allocation and

mark allocation Is accompanied by a marking schedule

A good marking schedule: Reflects the expected learning outcomes

of the course prescription Gives the main points required in answers

and acceptable alternatives Shows any calculations required Shows clearly how marks are allocated

and what students need to do to earn these marks

Assists the marker in making judgements on whether or not students’ answers will be awarded the specified marks.

Planning the examination paper

A useful first step is to determine the structure of the paper. This may be done by drawing up a chart listing prescription topics and allocating marks for each question

The QSSC cluster specifications are a good starting point for this at Grade 12question topics marks

1 A 102 (a) B 52 (b) B & C 7

For a major summative assessment, it can be useful to draw up a content matrix e.g: Question number Total

marksPrescribed topic

Prescribed weighting

1 2 3 4 5 6 7

A 10 4 4B 10 6 6C 25 3 3 6 12D 20 4 6 10E 35 5 5 8 18Total 100 6 4 7 11 8 6 8 50

Types of questionsQuestion type

Multiple choice (MCQ)

Short answer (structured)

Essay (long answer)

writing Most difficult easy

marking easy Most difficult

Advantages and limitations of MCQ

They are flexible and can be used to assess a variety of topics. Can yield useful diagnostic information (e.g. ICAS tests - International Competitions and Assessments for Schools)

But: there is a guessing factor, it is difficult to write a sufficient number of plausible distractors (time consuming) and they are inappropriate for assessing the ability to organise and present information or ideas.

Example of MCQ

1-1-Oxygen occurs in the free state as a gas, to the extent of ......... per cent by volume in the atmosphere. a-21 b-23 c-78

Choose the suitable word(s):(__ marks): Write your answers in the box below:

2 - The energy used in the Calvin cycle for the production of carbohydrate molecules comes from a. ATP and NADH b. ATP only. C. Co2 d. The Krebs cycle.

Choose the correct answer in the following : ____ Marks

a. travels as fast as radiation of long wavelengths.

b. travels slower than radiation of long wavelengths

c. travels faster than radiation of long wavelengths.

d. can travel both faster and slower than radiation of long wavelengths.

In a vacuum, electromagnetic radiation of short wavelengths

Identify the choice that best completes the statement or answers the question. marks)

Advantages and limitations of short answer questions

They are good for testing a student’s knowledge of factual material, guessing is reduced.

Reasonably easy to write and mark. But: the teacher should anticipate or be

prepared to accept unexpected answers which are correct.

They must be well designed if they are to assess high-level skills such as analysis and problem solving.

Question 3 short answer questions . ____ marks

A - In the shape beside which presents a character of cross leaf structureIn which part photosynthesis does occur ……… … and it is called

……………

B - Explain why photosynthesis is more concentrated in this part of the leaf? ………………………………………….…………………………………………

Put (true) or (false ) in the flowing sentences ( marks) 1-The dark lines in a double-slit interference pattern are due to constructive interference ( )

Answer the following questions

1-If a light ray strikes a flat mirror at an angle of above the mirror’s surface, what is the angle of reflection in relation to the normal? ( 3marks)

Point of comparison

State Acidity

H2OH2S

D-Fill in the following table:(Two marks)

Problem-solving questions Usually a context is given and a series of

questions is asked on the information given, often in order of increasing complexity.

Advantages: can be used to assess a variety of skills, particularly higher level abilities.

Are an efficient use of exam time Limitations: They require careful wording

and resources may need to be provided, which require preparation.

They may be difficult to mark

QUESTION ONE: TANDEM SKYDIVINGAli wins a competition for a Tandem Skydive.

The plane flies to a height of 5 000 m above sea level. Ali is strapped to his jumpmaster.

Ali and the jumpmaster have a combined mass of 150 kg.

(a) Using the equation Fgravity = mg find the combined weight of Ali and the jumpmaster.

Weight = __________ N

(b) Calculate the amount of gravitational potential energy Ali and the jumpmaster have just before they jump out of the plane at 5 000 m. Gravitational Potential Energy = _______________ J

Open response questions (essays or paragraphs)

Advantages: considerable coverage of course objectives can be achieved

Can be structured to assist students with the organisation of their answers

Diagrams are often an appropriate alternative to prose

Limitations: students may be limited by poor literacy

They may be difficult to mark consistently

Question two Answer the following question(5marks)1-Using the concepts of reflection and refraction, explain how a rainbow is formed from tiny water droplets in the sky. Include a diagram to explain your answer.

B-Explain the presence of two series of salts of sulphur?(Two marks)

(d) Many disease-causing bacteria have become resistant to antibiotics. Discuss (i) how the use of antibiotics has made this problem worse, and (ii) what can be done to reduce the problem.

Writing examination questions: Examination questions should have the

following characteristics: They must be factually correct They should be written in clear language.

Keep sentences short. They should not be ambiguous.

Marks allocated to each question or part of question should be shown clearly.

The number of marks allocated to questions or parts should reflect the amount of time required to answer.

Information for a question, or the context should be given first, before the question is posed.

Answers to a question should not be given in another part of the assessment.

If a question requires a certain number of answers or statements, this should be specified.

Putting the question Questions should contain a key verb which

will direct the student’s answer. Students must understand what level of

answer is required depending on the verb used, and need to be trained in interpreting exam questions accordingly.

Examples: analyse, compare and contrast, define, state, describe, explain, discuss, list, mane, sketch, draw etc.

Marking schedules The marking schedule for an examination

should be written at the time the examination paper is prepared. It should show:

The allocation of marks for each part of a question

The main points required in a student’s answer and acceptable alternatives

Show how marks relate to the main points in the answers and to the steps required in calculations

It should be unambiguous enough to be used by another marker.

Benchmarks and exemplars When using a marking schedule, markers will

compare answers with descriptors or sets of criteria. These may not, however, adequately identify the standard of work required for a particular result.

The best way to define a standard is to identify exemplars, benchmark answers that exemplify the standard of work required for each grade.

When more than one marker is used, some form of moderation is needed. Exemplars are a useful tool in this respect.

Proof reading

Before submitting the paper for printing, check it yourself or have a colleague do this. Teachers who are not specialists in your subject will often notice if a question fails to make sense.

Read each question through carefully for meaning – look for ambiguities, lack of clarity, incomplete information.

Read the instructions Check each word for spelling Use a proof reading checklist

Homework

Proof read the assessment examples included in this slide show and make any necessary corrections.

For each question, decide whether it meets the criteria for a good assessment. If not, rewrite the question so that it does.

Devise an appropriate marking scheme for the questions which pertain to your curriculum area.

Combine those questions into one assesment. Prepare an assessment matrix.