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Best Practices for Designing and Grading Exams
| Content Provider | Semantic Scholar |
|---|---|
| Author | Piontek, Mary E. |
| Copyright Year | 2008 |
| Abstract | The most obvious function of assessment methods such as exams, quizzes, papers, presentations, etc., is to enable instructors to make judgments about the quality of student learning (i.e., assign grades). However, the methods of assessment used by faculty can also have a direct impact on the quality of student learning. Students assume that the focus of exams and assignments reflects the educational goals most valued by an instructor, and they direct their learning and studying accordingly (McKeachie & Svinicki, 2006). Given the importance of assessment for both faculty and student interactions about learning, how can instructors develop exams that provide useful and relevant data about their students' learning and also direct students to spend their time on the important aspects of a course or course unit? How do grading practices further influence this process? |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.northwestern.edu/searle/docs/CRLT_no24%20designing%20and%20grading%20exams%20univ%20of%20michigan.pdf |
| Alternate Webpage(s) | http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no24.pdf |
| Alternate Webpage(s) | https://www.edu.uwo.ca/graduate-education/lead_ta/legacy_project_2014/documents/PRINTpg9.pdf |
| Alternate Webpage(s) | http://www.crlt.umich.edu/sites/default/files/resource_files/GSI_Guidebook/GSI_Guidebook_132-135.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
