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

By Sally Brown, Phil Race, Brenda Smith

ISBN-10: 0415342791

ISBN-13: 9780415342797

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

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She felt she could not in fairness fail to support them in the way that she had the first student, and consequently was overwhelmed by the demands made upon her time. 5 The tutor who took all his marking home. A colleague assiduously marked a pile of student essays, completed the paperwork and put everything in the boot of his car to take back to college next day. His car was stolen overnight and torched. He wished that he had either kept the mark sheet in the house, or emailed it to himself at work.

20 How carefully you read your answers after writing them? 21 How well you edit/improve your answers after reading them? Measured very well Measured to some extent Not really measured 35 500 TIPS ON ASSESSMENT Using exam questions as class exercises Answering exam questions well is still one of the principal skills that students need to develop to succeed in their studies in most subjects. The checklist (Table 2) is one way of alerting students to the big picture of exams, but it is well worth going further and letting them find out more detail about what exams actually measure in the context of their particular discipline or topic.

Where possible, it is useful to be able to explain to students selecting the correct (or best) option exactly why their selection is right. It is even more useful to be able to explain to students selecting the wrong (or less good) options exactly what may be wrong with their understanding. When multiple-choice questions are computer marked, it is a simple further step to get the computer to print out feedback responses to each student. This practice can equally be applied to formative multiple-choice tests and to formal multiple-choice exams.

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