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- Create a large pool of questions
- Randomize questions and distractors
- Implement a time limit on each exam or quiz
- Include open-ended or essay questions
- Require students to submit quiz answers immediately and overnight any supporting work done on paper
- Consider grading student contributions to course forums (discussion boards)
- Call attention to the “Academic Integrity” block that is located on every course site at the beginning of the semester
- Be explicit about what behaviors are allowed and not allowed during an online activity, especially if they vary
Library Guide to Designing Research Paper Assignments
http://libraryguides.lehigh.edu/citlworkshop_assignments
Assessment Recommendations
QUESTION RULES | DESCRIPTION/ EXAMPLE |
Questions must focus on objectives | Focus questions on what you most want people to know at the end of course. Avoid testing trivial topics. |
Questions should assess knowledge or skill | Focus on content. Write questions clearly with correct grammar and spelling. Consider the reading level. |
Incorrect choices must be plausible | Good multiple choice questions have realistic incorrect answer choices. Avoid giveaway choices |
Use Question Words | Begin question stems or phrases with a question word. Examples: Correct: How often does a student need to attend to get a good grade? Correct: If a student has a concern, what is the first step in addressing his/ her concern? Incorrect: Select two (2) features of… |
Objectives Drive Questions | A question should reflect the objective. If an objective involves problem-solving, then test question should involve problem-solving. For example, a problem-solving question might provide a scenario. |
Avoid Negatives in Stem | Phrase the question stem in the positive. Examples: Correct: A student has not been given correct information. What could you do to address the problem? Incorrect: When writing good questions, which of the following is NOT important? |
Use Scenarios to assess higher-order thinking | Ex- Correct: Given the scenario shown, which solution represents the best method for preventing patient falls? |
Limit number of answer choices | Use consistent number of answer choices. Limit to 3 or 4. Do not create questions in which all answers are correct |
Use plausible distracters | Distracters should not include give away answer Distracters should be plausible Identify common misconceptions or errors |
Design Evaluation | |
Create test questions that align with your stated objectives and test the level of comprehension desired. | Multiple choice questions: test knowledge, comprehension, application, and analysis. They are limited because they can be less valid due to guessing and poor distracters True/False questions: are easy to score and quick to complete for the learner. Because there is a 50% chance of selecting the correct answer, they are not as valid as other forms of assessment. Short answer and matching questions: Save space and test information similar to multiple-choice, but may take longer to score. Essays: Test higher level skills and give insight into learner’s understanding. Essays test only focus on a few concepts, and take longer to complete and score. |
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