So how do we design exams that meet the sorts of goals identified on the previous page? This workshop will focus first on writing effective questions and then on building whole exams, but both of those sections will refer to the same framework for exam design.
Four Characteristics of Effective Exams
- VALID: answers provide useful information about student learning, aligned with course learning objectives
- RELIABLE: items consistently measure student learning and distinguish between levels of achievement
- RECOGNIZABLE: prior instruction has prepared students to expect and perform well on required tasks
- REALISTIC: tasks require reasonable time and effort to complete
This CRLT Occasional Paper offers greater detail about the framework outlined above as well as provides guidelines for developing and scoring exam items. Many of the upcoming elements of the workshop draw upon this paper, but none assume you have read it. You can pause now to read it or return to it later as a supplement to the workshop.
An important note about accommodations
Any notion of "realistic" depends upon a presumed standard or norm. The more narrowly you define this standard (through assumptions about reading pace, manual dexterity, calculation speed, etc.), the more likely that students in your class will require an accommodation for a documented disability. It's good practice to design assessments with a range of student abilities in mind to limit student need to access accommodations. But it's also important to create a welcoming environment where you invite students with likely accommodations needs (through syllabus statements, announcements on the first day of class, reminders during exam preparationperiods) to share their documentation with you in a timely manner. For more resources and guidance on accommodations, see this page for faculty on the Services for Students with Disabilities (SSD) website and this CRLT Occasional Paper.
Next Section
Click to go to the next section on writing effective questions.
