Download 500 Tips on Assessment (500 Tips) by Sally Brown, Phil Race, Brenda Smith PDF

By Sally Brown, Phil Race, Brenda Smith

During this thoroughly up-to-date version of 500 tips about review, the authors examine the questions and the issues that lecturers face and supply them with useful assistance. Their recommendation is down-to-earth, jargon-free and digestible, masking such key concerns as: placing review into context: most sensible perform, studying results and tracking caliber of evaluate various exam codecs: conventional, open-book, open-notes, oral checks various evaluate codecs: essays, experiences, useful paintings, shows suggestions and evaluation assessing team studying.  

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It also helps you see when what you thought was going to be a 30-minute question turns out to take an hour. If you have difficulties answering the questions, the chances are that your students will too! Making model answers and marking schemes for coursework assignments can give you good practice for writing exam schemes. 2 Make each decision as straightforward as possible. Try to allocate each mark so that it is associated with something that is either present or absent, or right or wrong, in students’ answers.

The most suitable questions are those that discriminate between the able and the less able candidates. There are statistical packages that can help you work out the ‘facility value’ of questions (how easy or difficult they are) and the ‘discrimination index’ of questions (how well they separate the best candidates from the rest). Ideally, all questions should have been through trialling with hundreds of students before the most suitable of them are used in a formal exam. 2 Start the exam with some relatively straightforward questions.

Uk). This can lead to the discovery of important glitches, and the opportunity to improve assessment practice. 2 Check that assessment is as inclusive as possible. For example, in the United Kingdom the ‘education exemption’ of the 1995 Disabilities Discrimination Act was repealed with effect from 2002 by the Special Educational Needs and Disabilities Act (SENDA). The legislation now requires us to make ‘reasonable adjustments’ so that all students can have optimum opportunity to demonstrate their achievement of the learning outcomes via ways in which having special needs does not disadvantage them.

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Categories: Assessment