Construction and analysis of multiple-choice exams
|Target group||Lecturers who would like to improve the quality of their examns containing closed questions.|
This training course is followed individually.
Registration is compulsory.
* (No (educational) experience required)
With the completion of this module you will be exempted for following the component tests in the course University Teaching Skills (UTS).
|Study load||10 hours|
|Book||Developing Effective Assessment in Higher Education (2007), by Sue Bloxham and Peter F. Boyd|
|Price||EUR 150 not including the price of the book|
|Certificate||If the submitted assignments are discussed in the meeting and asssessed as sufficient, you will receive a certificate|
|Trainers||Yta Beetsma and Dineke van Es|
The course ‘Construction and analysis of multiple-choice exams’ is part of the Nestor course ‘Assessment and Testing in Higher Education’ . The course will mainly consist of independent study and will be tailored to your teaching situation as much as possible. You will study literature (see book) and complete assignments that are posted in the Nestor environment. These assignments will be discussed in a meeting to be scheduled in between or at the end of the course.
'How do you construct a test with closed questions?' and 'How do you determine the cut-off score for a test with closed questions?' These questions will be discussed in this course.
This module provides tools to ensure the quality in the exam process. The following framework will be used: 1) the RUG Assessment Policy of 2014 with 15 assessment requirements to reach good assessment at the university, 2) the quality requirements validity, reliability, transparency and efficiency and 3) designing a course according the principles of constructive alignment (intended learning outcomes, learning activities and assessment are aligned).
The following tools are practiced:
- (re) formulating learning objectives with active verbs,
- choosing a taxonomy of skills (Dublin descriptors),
- categorizing and classifying learning objectives by skill level using active verbs,
- designing a testgrid,
- checking exam questions on reliability and validity with a checklist,
- formulating different question types,
- reflection on the cut-off score and rules within the faculty and RUG,
- reflection on providing feedback to students,
- assessing the quality of the own exam using the ESI test analysis,
- formulating improvements in the exam, course or learning objectives on the basis of the quality requirements of validity, reliability, transparency and efficiency
On completion of the course, you will be able to apply the relevant tools to ensure validity and reliability in tests with multiple-choice questions to your own situation.
|Last modified:||03 October 2018 12.22 p.m.|