By Sally Brown, Phil Race, Brenda Smith
During this thoroughly up-to-date version of 500 pointers on review, the authors examine the questions and the issues that academics face and supply them with sensible tips. Their suggestion is down-to-earth, jargon-free and digestible, protecting such key matters as: placing evaluate into context: most sensible perform, studying results and tracking caliber of overview diverse exam codecs: conventional, open-book, open-notes, oral checks assorted review codecs: essays, reviews, functional paintings, shows suggestions and review assessing crew studying.
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Additional resources for 500 Tips on Assessment (500 Tips)
You want to be able to see who can make sense of the questions, so you can give these students the higher marks. Students who can’t make sense of a question are demonstrating their ignorance, and don’t deserve high marks. 11 Don’t get into discussions with a class about how they will be assessed. Just remind them that they’re there to learn and you’re here to teach them, and that they’ve got to give you proof of what they’ve learned. 12 If you design a question paper that works well, use it year on year.
It is best not to place stringent limits on the amount of materials that students can bring in. Those who bring in everything they have ever written about your topic will be disadvantaging themselves in that it will take them much longer to search for the relevant parts of their notes, compared to students who have been really selective in summarising the important parts of your topic. Advise students of this in advance. • The emphasis on memory is reduced, allowing competence to be tested more effectively.
Write the marking scheme down. You will find such schemes an invaluable aid to share with future classes of students, as well as colleagues actually co-marking with you; they help them to see how assessment works. 14 Use the question itself to show how marks are to be allocated. For example, put numbers in brackets to show how many marks are attached to various parts of the question (or alternatively, give suggested timings such as ‘spend about ten minutes on Part 2’). 15 Proof-read your exam questions carefully.