By Sally Brown, Phil Race, Brenda Smith
During this thoroughly up-to-date version of 500 pointers on overview, the authors examine the questions and the issues that lecturers face and supply them with functional suggestions. Their suggestion is down-to-earth, jargon-free and digestible, protecting such key concerns as: placing evaluate into context: most sensible perform, studying results and tracking caliber of review various exam codecs: conventional, open-book, open-notes, oral assessments diverse evaluate codecs: essays, studies, functional paintings, displays suggestions and evaluate assessing team studying.
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Extra resources for 500 Tips on Assessment (500 Tips)
13 Work out a tight marking scheme for yourself. Imagine that you are going to delegate the marking to a new colleague. Write the marking scheme down. You will find such schemes an invaluable aid to share with future classes of students, as well as colleagues actually co-marking with you; they help them to see how assessment works. 14 Use the question itself to show how marks are to be allocated. For example, put numbers in brackets to show how many marks are attached to various parts of the question (or alternatively, give suggested timings such as ‘spend about ten minutes on Part 2’).
They may take two or three practice runs to develop the art of making comprehensive but manageable summaries of the important data or information you intend them to make available to themselves. • Candidates whose open notes were not very suitable are penalised quite severely. Some of these candidates may have been better at answering traditional exam questions with no notes. • Students can become addicted to open-notes exams. This sometimes means that they lose the skills of preparing for traditional unseen exams, and don’t invest enough in memorising what may be needed for those exams.
It may even be possible to arrange supplies of the required books to be available in the exam room. 2 Consider compiling a source collection for the particular exam. Check on copyright issues and see whether it is cost-effective to put together a set of papers, extracts, data and other information from which students can ﬁnd what they need to address the questions in the particular exam. 3 Set questions that require students to do things with the information available to them, rather than merely to locate the correct information and then summarise it or give it back.
500 Tips on Assessment (500 Tips) by Sally Brown, Phil Race, Brenda Smith