Designing Exams.

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Presentation transcript:

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? 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

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

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

Identifying objectives to assess Task 1 on handout

Identifying how to assess the objective 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

Considering a sample Task 3 on handout

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)