Sharing the rubric with your students as they begin to study for the exam is also a good idea. Give consequential marks. Generally, marking schemes should not penalize the same error repeatedly. If an error is made early but carried through the answer, you should only penalize it once if the rest of the response is sound.
Review the marking scheme after the exam. Once the exam has been written, read a few answers and review your key. You may sometimes find that students have interpreted your question in a way that is different from what you had intended. Students may come up with excellent answers that may be slightly outside of what was asked.
Consider giving these students partial marks. When marking, make notes on exams. These notes should make it clear why you gave a particular mark. If exams are returned to the students, your notes will help them understand their mistakes and correct them.
They will also help you should students want to review their exam long after it has been given, or if they appeal their grade. Inform students of the purpose and parameters of the exam Clearly communicate with students about what your goals are for any test or exam.
Don't assume that students know what the pedagogical purpose of the test or exam is. Have a discussion about your goals and desired outcomes, and help students understand how specific aspects of the test or exam fit these goals. Be open to making some changes if students have ideas to offer. Point out the important sections in course plans, textbooks, and readings to guide test and exam preparation; where possible, provide multiple samples of tests and exam questions and answers.
Consider conducting an exam review exercise. Although you might not provide students with exam questions in advance, you should be prepared to answer questions such as: What will the exam cover? What material if any am I allowed to bring into the exam room? When will I get my mark? Do I get to re-write? Will I be given the chance to choose the topics on which I do questions? Will I be told which criteria I am being assessed on? If I disagree politically or philosophically with the marker, will I get poor marks?
Will allowances be made if English is not my first language? After your students write the exam Monitor the quality of your exams Exams provide you with the opportunity to obtain feedback on student learning, your teaching methods, and the quality of the exam itself.
Write impressions on your exam and keep them. During the exam and the marking of the exam, keep track of which questions seem to be well understood, and which questions were frequently misunderstood. Collect numerical data. If you have machine-scorable exams, you can get statistics on your questions, such as which questions were missed most often or which distracters were most often chosen.
In other cases you can collect an overview of the marks. Get student feedback. You can leave space specifically for feedback on exams, or you can obtain feedback in class after the exam. Consider asking your students to complete an exam wrapper — a short survey asking students about exam preparation strategies they used, what questions they found difficult to answer, and what they might do differently to prepare for the next exam see our Teaching Tip on Teaching Metacognitive Skills.
Reflect on the gathered information Reviewing examination results can help you identify concepts and methods that students are having difficulty with — questions that were missed — as well as concepts and methods that were well understood — questions generally successfully answered.
Consider using this information to: Change how you teach the remainder of the term Check for improvement on specific topics or methods over a term Redesign the course or the examination for future classes Assess your teaching practice — what is working especially well and what can be improved upon Resources Brown, S. London, UK: Kogan Page. Brown, S. Getting to grips with assessment. McKeachie, W.
McKeachie's teaching tips: Strategies, research, and theory for college and university teachers 14 th ed. Worthen, B. Measurement and evaluation in the schools. New York: Longman. Feedback requested! Have you used the strategies in a Tip Sheet? Do you have questions or suggestions? Let us know! Search for tips. Containing all of the words. Containing any of the words.
Containing the phrase. Containing none of the words. Teaching tip categories Teaching during campus closures. Inclusive Instructional Practices. These days conducting examinations has been associated with obtaining a good score on the test rather than assessing the knowledge gained.
Which in turn leads to cramming and later forgetting the content altogether — a very harmful methodology. Nowadays due to this reason, the knowledge of the students is getting limited only to books and papers taught in schools or colleges for exams.
Grades can definitely improve the confidence level but on a similar note, the societal impact and overall development of a student both mentally and physically are of utmost importance. Schools are meant to provide the student knowledge, care, commitment and lessons of life.
We must not forget that the advantages exceed the disadvantages and hence, exams must be taken as a part of a feedback mechanism for the students. Exams are very important as they train the students like commanders, prepare them for the war ahead wherein they can excel and prove themselves to be a better version of themselves.
Remember although a sheet of paper cannot determine your future or your capabilities it can definitely enrich you with good respect, knowledge, experience and challenges that lead to growth. The answer to this question is a big YES Exams are a part of growing up, they are really important and necessary when it comes to knowledge testing.
Few Advantages of conducting these assessments include —. Question papers make you remember the concepts taught for a longer period of time. Practical implications. Your email address will not be published. Great post. Yes, of course, exams are very necessary for us. RSS Feed. Submit Search. The Central Trend. Search this site Submit Search. More stories from Payton Field. Powderpuff Game — September 24, September 25, The power of powering off September 19, Navigate Left.
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