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Designing Exams

Designing Exams. Why assess students?. To measure learning To check that students are ready for the next course To identify points needing improvement on a course To show to others what students are able to do. Why use exams?. Practicality Reliability Validity?. What to assess?.

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Designing Exams

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  1. Designing Exams

  2. Why assess students? • To measure learning • To check that students are ready for the next course • To identify points needing improvement on a course • To show to others what students are able to do

  3. Why use exams? • Practicality • Reliability • Validity?

  4. What to assess? • The objectives of the course • The content that has been taught • Some problems: • Objectives are predetermined but may not be what students need • In task-based learning, what is learnt can be unpredictable • Nevertheless, there should be some core specific language points and skills that can be expected to be of benefit to students

  5. How to assess? • Continuous assessment • More valid • More suited for broader less tangible objectives • Exams • More practical • Possible for specific discrete objectives

  6. Stages in exam design • Identify what specific discrete objectives to assess • Identify how to assess the chosen objectives • Design a sample and consider process of answering (return to 2?) • Design full set with criteria for marking

  7. Identifying objectives to assess • Task 1 on handout

  8. Item types Multiple-choice Matching Sequencing Word selection Error correction Task 2: What item types would you use for the objectives in Task 1? Gap-fill (no support, words to choose from, words from a text) Short answer / sentence completion Extended writing Identifying how to assess the objective

  9. Considering a sample • Task 3 on handout

  10. Designing a full set • Design the items • Check them as soon as possible with 3 other teachers (preferably including a farang) • Create the marking scheme (if practicality is an issue, try to create items with a limited set of possible/correct responses)

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