Students can ask for
the marking of their paper to be reviewed if they believe an error has been
made.” In response to the criticisms, a spokesperson for AQA said the pilot
would in no way disadvantage this year’s students or affect the accuracy of
their results. How can you design fair, yet challenging, exams that accurately gauge
student learning? Here are some general guidelines. There are also many
resources, in print and on the web, that offer strategies for designing
particular kinds of exams, such as multiple-choice. Choose appropriate item
types for your objectives. Should you assign essay questions on your exams?
Problem sets? Multiple-choice questions? It depends on your learning
objectives. For example, if you want students to articulate or justify an
economic argument, then multiple-choice questions are a poor choice because
they do not require students to articulate anything. However, multiple-choice
questions (if well-constructed) might effectively assess students’ ability to
recognize a logical economic argument or to distinguish it from an illogical
one. If your goal is for students to match technical terms to their
definitions, essay questions may not be as efficient a means of assessment as a
simple matching task. There is no single best type of exam question: the
important thing is that the questions reflect your learning objectives.
Highlight how the exam aligns with course objectives. Identify which course
objectives the exam addresses (e.g., “This exam assesses your ability to use
sociological terminology appropriately, and to apply the principles we have learned
in the course to date”). This helps students see how the components of the
course align, reassures them about their ability to perform well (assuming they
have done the required work), and activates relevant experiences and knowledge
from earlier in the course. Write instructions that are clear, explicit, and
unambiguous. Make sure that students know exactly what you want them to do. Be
more explicit about your expectations than you may think is necessary.
Otherwise, students may make assumptions that run them into trouble. For
example, they may assume – perhaps based on experiences in another course –
that an in-class exam is open book or that they can collaborate with classmates
on a take-home exam, which you may not allow. Preferably, you should articulate
these expectations to students before they take the exam as well as in the exam
instructions. You also might want to explain in your instructions how fully you
want students to answer questions (for example, to specify if you want answers
to be written in paragraphs or bullet points or if you want students to show
all steps in problem-solving.) Write instructions that preview the exam.
Students’ test-taking skills may not be very effective, leading them to use
their time poorly during an exam. Instructions can prepare students for what
they are about to be asked by previewing the format of the exam, including
question type and point value (e.g., there will be 10 multiple-choice
questions, each worth two points, and two essay questions, each worth 15 points).
This helps students use their time more effectively during the exam. Word
questions clearly and simply. Avoid complex and convoluted sentence
constructions, double negatives, and idiomatic language that may be difficult
for students, especially international students, to understand.
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Also, in
multiple-choice questions, avoid using absolutes such as “never” or “always,”
which can lead to confusion. Enlist a colleague or TA to read through your
exam. Sometimes instructions or questions that seem perfectly clear to you are
not as clear as you believe. Thus, it can be a good idea to ask a colleague or
TA to read through (or even take) your exam to make sure everything is clear
and unambiguous. Think about how long it will take students to complete the exam.
When students are under time pressure, they may make mistakes that have nothing
to do with the extent of their learning. Thus, unless your goal is to assess
how students perform under time pressure, it is important to design exams that
can be reasonably completed in the time allotted. One way to determine how long
an exam will take students to complete is to take it yourself and allow
students triple the time it took you – or reduce the length or difficulty of
the exam. Consider the point value of different question types. The point value
you ascribe to different questions should be in line with their difficulty, as
well as the length of time they are likely to take and the importance of the
skills they assess. It is not always easy when you are an expert in the field
to determine how difficult a question will be for students, so ask yourself:
How many subskills are involved? Have students answered questions like this
before, or will this be new to them? Are there common traps or misconceptions
that students may fall into when answering this question? Needless to say,
difficult and complex question types should be assigned higher point values
than easier, simpler question types. Similarly, questions that assess pivotal
knowledge and skills should be given higher point values than questions that
assess less critical knowledge. Think ahead to how you will score students’
work. When assigning point values, it is useful to think ahead to how you will
score students’ answers. Will you give partial credit if a student gets some
elements of an answer right? If so, you might want to break the desired answer
into components and decide how many points you would give a student for
correctly answering each. Thinking this through in advance can make it
considerably easier to assign partial credit when you do the actual grading.
For example, if a short answer question involves four discrete components,
assigning a point value that is divisible by four makes grading easier.
Creating objective test questions Creating objective test questions – such as
multiple-choice questions – can be difficult, but here are some general rules
to remember that complement the strategies in the previous section. Write
objective test questions so that there is one and only one best answer. Word questions
clearly and simply, avoiding double negatives, idiomatic language, and
absolutes such as “never” or “always.” Test only a single idea in each item.
Make sure wrong answers (distractors) are plausible. Incorporate common student
errors as distractors. Make sure the position of the correct answer (e.g., A,
B, C, D) varies randomly from item to item. Include from three to five options
for each item. Make sure the length of response items is roughly the same for
each question. Keep the length of response items short. Make sure there are no
grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip
the test-taker off to an answer beginning with a vowel or consonant). Format
the exam so that response options are indented and in column form. In multiple
choice questions, use positive phrasing in the stem, avoiding words like “not”
and “except.” If this is unavoidable, highlight the negative words (e.g.,
“Which of the following is NOT an example of…?”). Avoid overlapping
alternatives.
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Avoid using “All of the above” and “None of the above” in
responses. (In the case of “All of the above,” students only need to know that
two of the options are correct to answer the question. Conversely, students
only need to eliminate one response to eliminate “All of the above” as an
answer. Similarly, when “None of the above” is used as the correct answer
choice, it tests students’ ability to detect incorrect answers, but not whether
they know the correct answer.) plans for next year’s A-level and GCSE cohorts
(Students in England to get notice of topics after Covid disruption, 3
December). They do nothing to address the fundamental weakness in our education
system, which is the underachievement of disadvantaged pupils compared with
those from advantaged backgrounds. The pandemic has widened the differences
between the two groups. Pupils in private schools have much better
distance-learning provision if they are unable to attend. Advantaged pupils in
state schools have access to computers and broadband and to places where they
can study at home. The government’s promise to ensure all pupils have access to
distance learning is another broken one. The measures announced – advance
warning of topics, taking aids into exams, contingency papers for those
suffering any disruption during the exam period – will all favour advantaged
pupils. John Gaskin Bainton, East Riding of Yorkshire The secretary of state is putting forward
changes to the 2021 examinations in the vain attempt to make them “fair”
despite the inevitable impossibility of doing so given the variations in
students’ Covid-related exposure to teaching and learning. The professional
associations seem to have accepted this unsatisfactory fudged situation. Do
they not have faith in their members’ professional judgments? Why attempt the
impossible and possibly have to U-turn eventually, so creating yet more stress
for teachers and students? Why not rely, as in 2020, on moderated teacher
assessments, given that universities and colleges have not raised any outcry about
teaching the students assessed in that way? One answer: this rightwing
government does not trust teachers and is obsessed with the “GCSE and A-level
gold standards” despite a lack of professional consensus on the reliability of
externally set, unseen, timed examinations as the sole means of assessing
students’ performance. Prof Colin Richards Former HM inspector of schools Throughout the examination results fiasco
earlier this year, the education secretary parroted the same mantra that
end-of-course exams are the best system of measuring learning. He frequently
added that this view was “widely accepted”. He has never told us why he holds
this view or to which evidence he is referring. In fact, there is considerable
evidence stretching back 40 years that various forms of continuous assessment
and coursework give a better and fairer guide to pupils’ abilities. At a time
when so many pupils have had severely disrupted education and those in deprived
areas are likely to have suffered most from lack of continuity, surely it is
sensible to let hard evidence take precedence over political dogma. Ever since
a Conservative government under Margaret Thatcher started denigrating the
concept of teacher-assessed coursework, until Michael Gove finally abolished
GCSE coursework in 2013, there has been a common thread to such attacks, namely
the unfounded myth that teachers cannot be trusted. England’s exam regulator
Ofqual was riven by uncertainty and in-fighting with the Department for
Education before this year’s A-level and GCSE results, with the government
publishing new policies in the middle of an Ofqual board meeting that had been
called to discuss them. Minutes of Ofqual’s board meetings reveal the regulator
was aware that its process for assessing A-level and GCSE grades was unreliable
before results were published, even as Ofqual was publicly portraying its
methods as reliable and fair. The minutes also show repeated interventions by
the education secretary, Gavin Williamson, and the DfE, with the two bodies clashing
over Williamson’s demand that Ofqual allow pupils to use the results of mock
exams as grounds for appeal against their official grades. Williamson told
about flaws in A-level model two weeks before results Read more Ofqual’s board
held 23 emergency meetings from April onwards.
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As the publication of A-level
results on 13 August drew near the board met in marathon sessions, some running
until late at night, as controversy erupted over the grades awarded by its
statistical model being used to replace exams. Williamson wanted the regulator
to allow much wider grounds for appeal, and on 11 August Ofqual’s board heard
that the education secretary had suggested pupils should instead be awarded
their school-assessed grades or be allowed to use mock exam results if they
were higher. Ofqual offered to replace its grades with “unregulated” unofficial
result certificates based on school or exam centre assessments, but that was
rejected by Williamson. Negotiations over the use of mock exams continued into
the evening of 11 August. In the middle of the day’s second emergency meeting
the board discovered that the DfE had gone over its head with an announcement
that “was widely reported in the media while this meeting was still in
session”. The meeting ended close to midnight. During the controversy, Ofqual
published and then abruptly retracted policies on the use of mock exam grades
the weekend after A-level results were published, with three separate emergency
meetings held that Sunday. Shortly after, Ofqual backed down and scrapped its
grades in favour of those assessed by schools for both A-levels and GCSEs. The
minutes show that Ofqual had serious doubts about the statistical process it
used to award grades, with a meeting on 4 August hearing that the board was “very
concerned about the prospect of some students, in particular so-called
outliers, being awarded unreliable results”. Advertisement The board’s members
“accepted reluctantly that there was no valid and defensible way to deal with
this pre-results”. But despite the board’s doubts, Ofqual officials continued
to insist in public that its results would be reliable. Roger Taylor, the
Ofqual chair, wrote in a newspaper article on 9 August that “students will get
the best estimate that can be made of the grade they would have achieved if
exams had gone ahead.” Ofqual also issued a statement on 10 August saying it
wanted to “reassure students that the arrangements in place this summer are the
fairest possible”. 'Plan B' for rigorous mock exams to avoid rerun of A-level
fiasco Read more Separate details of meetings held between the DfE and Ofqual –
obtained under a freedom of information request by Schools Week – show that
Williamson met Ofqual twice in the two days before A-level results came out.
Williamson held 10 meetings with Ofqual to discuss the 2020 results from March
until A-levels were published on 13 August, while the schools minister, Nick
Gibb, attended 16 meetings. The records also show that DfE officials held 55
meetings with Ofqual specifically to discuss the summer’s exam results.
THE PURPOSE OF EXAMS We all remember the exam
period in schools. The daunting experience of entering the examination hall,
finding your name on the exam desk and taking a seat with a booklet with blank
paper and unknown questions. The sweaty hand palms and sickness feeling that
seems to have made you forget everything that you have been revising for over
the last previous few weeks (or in my case few days, I have always been a bit
last minute). In all those years of school, college and university I always wondered
what the main purpose was for exams. What would this stress achieve later in
our lives? Luckily I am able to look into all this and finally learn that the
stressful weeks truly are beneficial. “Exams have an important role in the
process of learning and in the whole educational institution.” Exams and tests
are a great way to assess what the students have learned with regards to
particular subjects. Exams will show what part of the lesson each student seems
to have taken the most interest in and has remembered. With every pupil being
so individual, exams are also a great way for teachers to find out more about
the students themselves. The test environment comes with added stress, which
allows teachers to work out how their students argue and how they think
individually by their works, which is a great attribute for them to keep in
mind for future class activities. ExamRoom1 Strengths and weaknesses can also
be assessed through exams.
The teachers will be able to understand where more
attention in class may be needed when teaching the particular subject. A
pattern of weaknesses may be apparent when marking the works. This is where
mock tests are a great technique to use when teaching before the formal
examinations. This will give students and teachers the opportunity to
understand where their weaknesses may be, in time for the preparation of the
formal exam. This will give them all the chance to ensure that they are able to
achieve the best of their abilities in class, thus helping them in the future. School
becomes more demanding as you get older. As you grow as a person, you also do
as a student and the school curriculum becomes more demanding. Exams allow
higher education establishments to assess whether the students applying are
going to be able to deal with the work demand. Although this idea of “ranking
students capability based on grades” seems harsh, it is an easier way for them
to assess the students’ potential, which becomes even more important with
regards to higher education establishments. ExamResults The exam process is
beneficial to the school in regards to assessing where faculties and particular
classes need more focus or resources. Schools need to ensure that they are
offering students the best that they are able to and exams are a great technique
to use to monitor the progress and effectiveness of that particular class.
School administrators can see where improvement may be needed within the
school, college or university based on the students’ grades. Studies have shown
that a “happier class has higher grades” so a pattern of similar average
results may indicate the motivation that a particular class may have or not.
After reading about all the benefits and advantages gained, it just goes to
show that the stress, pulling my hair out was all worth it in the long .
