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 Exams 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. 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

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)