I think
A good exam gives all students an equal opportunity to fully demonstrate their learning.
A good exam must cover a well-defined scope and certain skills. It should be free from any type of error/mistake.
معايير ( مواصفات ) الورقة الامتحانية الجيدة :
1 - التحديد الجيد والوضوح في صياغة الأسئلة , ويتمثل في :
- تعتمد في إجابتها على نقاط أساسية وليست أمور ثانوية ( هامشية ) في المقرر الدراسي . - تتجنب الغموض في الصياغة , وكذلك الإسهاب في عرضها .
2 - الشمول : يجب أن تكون الأسئلة الامتحانية شاملة لموضوعات المقرر الدراسي , حتى لا تلعب الصدفة دوراً في نجاح أو رسوب طالب ما . ويتضمن الشمول قياس المجالات المختلفة للمتعلم سواء ( مجال معرفي أو نفسحركي )
3 - تستطيع الأسئلة التمييز بين الطلبة ( المتوسطين وفوق المتوسطين والمتفوقين ) للطالب المتوسط 60 % , لفوق المتوسط 25 % , للطالب المتفوق 15 %
4 - التمييز والتنوع في شكل الأسئلة المقدمة للطالب بحيث تضم صوراً مختلفة للأسئلة ( موضوعي أو تركيبي أو مقالي ) أسئلة الاختيار من بديلين / أسئلة المزاوجة / أسئلة إعادة الترتيب / أسئلة الإجابات القصيرة / الأسئلة التفسيرية / أسئلة الاختيار من متعدد .
5 - أسئلة اختيارية : إذا كان الهدف عدم المقارنة بين أداء الطلبة : يتضمن الامتحان فرصة الاختيار بقدر الإمكان سواء كان داخل حدود السؤال الواحد أو حتى بين الأسئلة على أن تكون الأسئلة متكافئة . أما إذا كان الهدف هو المقارنة بين أداء الطلبة : تكون جميعها من النوع الإجباري أي ليس هناك مجال للاختيار من بين الأسئلة المقدمة وذلك لتوحيد جميع الظروف .
6 - الزمن : أن يكون الزمن المخصص للامتحان ( لقراءة الأسئلة والزمن المستغرق في الإجابة والمراجعة ) مناسباً .
In a good test, the questions should have the following characteristics: 1) Accurate: Exacts the purpose. 2) Economical: No unnecessary steps or words. 3) Traceable: Capable of being traced to requirements. 4) Repeatable: Can be used to perform the test over and over. 5) Reusable: Can be reused if necessary.
A good exam must cover a well-defined scope and certain skills. It should be free from any type of error/mistake.
YES dear Marwah M. Al-Khuzaie. Your answer is True. + the teacher himself sould do the exam to see the time needed to solve it
You should do different exam coverage all the text book with different styles.
Thank you colleagues for raising important views on effective examinations. For me: Three important things: one, coverage of the taught curriculum [I mean all topics must be tested and marks awarded as per level of their importance and time taken to learn each] and of levels of thinking [different levels of competencies from practical to theoretical, and from remembering, to application of concepts and analysis of ideas, evaluation and creativity] It takes time to make such exams but once you make and moderate with experienced colleagues, only serious students will pass. If you make exams covering only half content, or only definitions and descriptions, pass rates may be high but you cannot distinguish between memorisers and serious thinkers. Good luck to all. I agree about timing. Do the exam and if you, the teacher, spends one hour, make it 3 for your student. In marking, have a marking scheme to guide you.
To assess any learner, you need to the look or evaluate the learner from different viewpoints or perspectives. In short, provide mixed exams. The exams should be subjective and objective.
A good exam should be designed to asses the content learned by students in classes. It is a big mistake make a test with the intention that students fail it. It is important that the exam has varied types of questions -multiple choise, opened questions, written tasks-, in this way, the students will have the oportunity to improve all their abilities.
Son muchas, pero la principal es que no mida solo conocimientos, tiene que medir habilidades de pensamiento y destrezas mentales, el resultado de los aprendizajes a partir del conocimiento construido por los estudiantes en función de las metas curriculares, objetivos o propósitos a alcanzar, como le queramos llamar.
A good exam should be the combination of some achievable and unachievable challenges.
If the exam is about learning that lasts -- rather than memorising something for a short time that you later forget -- then the assessment should be authentic; that is, it should simulate something that happens in the real world. Creating a scenario with a real-world problem to solve places the learner in a situation where they can demonstrate what they know, rather than what they don't know. It is a great opportunity to provide evidence of deep learning and reflection, rather than surface learning.
A good exam is an exam which covers all the ILOS ,is validated and deals all the knowledge and skills domains according to your curriculum and what was tough to students.
Qualities in terms of Teaching, learning environment, and evaluations.
Multi choices question might good depending on the type of the subject
A good examination should have face validity.
Content validity. Free of errors.
Good exam should be clear, fair, not obscure, comprehensive, with out mistakes, diverse of multiple choice, short answers, assay, more than one examiners participate, questions from the curriculum, comfortable with out stress, suitable time and provide other conditions of the exam.
A good exam must be able to efficiently test learners to find out whether learning (expected desirable change in behavior) has actually been achieved in learners.
Check this link for question
http://asr.ipma-hr.org/2017/04/what-are-the-characteristics-of-a-good-test/
Enough time
Comprehensive questions
Diversification of questions: Difficult, easy. Average
Editorial questions. Topical questions
Short questions
Respect the division of the degree fairly
The qualities of a good exam are: it should have face, construct, content and criterion- related validity, it should be reliable and its administration should be in a favourable environment.
In addition to all the useful suggestions above, instructions should be very clear. The instructions for an examination should not be one of the barriers to students excelling.
A pollution free test that is constructed based on a representative sampling of the course content with an appropriate item difficulty index and that is potentially capable of separating the weaker students from stronger test takers can be categorized as a good test.
A good exam should be clear and understandable in its instructions, represent all the items it has been designed to measure, take in consideration students' individual differences and not to be influenced by the character of the assessor in evaluation.
There are a lot of features of a good exam. It should take into consideration all levels of students, cover all the sections allocated for the exam, fair distribution of marks, clear instructions for students, no hints leading to the correct answer. Questions should eliminate guessing. Each question should ask about one particular point and not multiple points.
The exam should test on all the important topics that have been covered. Questions should have no ambiguity. Majority of the questions can be directly related to the topics covered but the professor should have the option of throwing in a few questions that require some thinking, analysis and are considered "outside the box." This last category is what promotes critical thinking, a valuable skill that the student can take away from this course and exam which is very different from memorizing just the contents of the course. The instructor may provide bonus credits to some of these critical thinking questions. I have sometimes thrown in a bonus question that requires the student to express a concept in a humorous way.
The main purpose of examinations is to ensure that the students have learned well the material taught in the class. When you start lecturing, you should imagine that your students are there to learn and not just for passing examinations. Examination oriented teaching or reminding them always about impending examinations are not healthy practices. Continuous evaluation is the core of any internal evaluation system. When setting question papers, go for a balanced mix of easy and difficult questions. Avoid asking questions on topics that you did not ask students to learn or you could not understand.
Remember that in examinations, you cannot simply ‘give’ marks or grades, but students have to ‘earn’ grades by studying and properly answering. You should be impartial in valuing answer papers, and students should feel that you are impartial and unbiased in awarding marks. Good teaching and good examination should go together, but grading must be based on the performance of students in the examination.
There must be a meticulous and foolproof mechanism for conducting external examinations, if any, and valuing answer papers. Teachers and students frequently make complaints on several issues related to the conduct of examinations such as out of syllabus questions, skewed questions concentrating only on some parts of the syllabus, below standard questions, questions on out dated concepts ignoring the present ones, and so on.
Conduct the examination in a proper way so that the temptation of students to indulge in copying and unscrupulous practices are eliminated. Fixing CCTV camera, employing sufficient number of invigilators, comfortable seating arrangement, etc. act as deterrents in copying.
validity:a good exam should have content, face and construct validity measuring the construct which was supposed to measure in a balanced way which seems logical
Reliablity or consistency which is producing almost the same results if administered several times
Practicality related to ease of preparation,administration and correction.
An exam is reliable if it can say something about your students to the others; it does not just test but also assess the performance of the tested person. Does it really test the learning outcomes? will the student get the same/similar score/grade from a different tester? hope this helps. regards
As I see it , the basic qualities of a good exam may include its characterization by content , face , and construct validity. It should also be comprehensive, gradable in its difficulty, and can be objectively scored. Besides, its results should be reliable , and its instructions should be well understood by the examinees. Furthermore, it should be practical and can be applied to small as well as big groups of examinees and can be used more than one time. Moreover , it should be manageable and successfully administered..Additionally, it should be revealing to the testees' learning abilities, and should be distinguishing between their levels of cleverness and performance.A good test is one which provides reliable feedback to the teacher about his learners'achievement..
Good exam should be well-organized and give chance to the candidates in order to demonstrate their thoughts.
There are seven common types of examination questions such as : 1) multiple choice, 2)matching , 3) true/false, 4) computational , 5) essay, 6) oral, and 7) short answer.
An exam measures comprehension of the material presented by the professor. The questions should be clear and not confusing to the student. Essays and short answers allow the student to exhibit the depth of their understanding. Multiple choice and true false demonstrate rote memorization.
I hope the link that I provided gets you one step closer to what you are looking for.
Book The testing and learning revolution: The future of assessmen...
Give enough time that is appropriate for the exam. Exam that's supposed to take 2hours considering the content of the exam should not be give just 1hour 30minutes. The examiner must be considerate regarding this aspect.
The examination should cover the curriculum taught and must be free from.any ambiguity.
Dear respected Marwah M. Al-Khuzaie,
The qualities a good exam must possess are: 1. It must be Reliable 2. It must be Valid 3. It must be accurate 4. It must be free of error and fault 5. It must be standard 6. It must promotes good education 7. It should be fair enough (if questions are set for both the below average and good students, the questions
should be set in such away the below average would be able to answer some of the questions) 8. It must be Practical 9. It must be socially Sensitive 10. It must be student Friendly
Best regards.
Kifilideen.
The qualities a good exam must possess
1. It must be a descriptive type
2. Questions must be clear and accurate
3. It must be free of error
4. Student-friendly, stress-free atmosphere for both theory and practical exams
Regards
Dr. Kamath Madhusudhana
Here is my contribution to the question. I wrote about it some years ago, however, the paper is in Spanish:Article Aspectos éticos en la verificación de los conocimientos de l...
Must evaluate what the students have learnt and their out of the box thinking ability.
Thank you very much my dear colleagues for these wonderful scientific answers
Questions should develop critical thinking skills of the students
Jeremy B Williams' answer is one I would most agree with not that I have any problems with the other answers. The quality of examination questions is obvious. But they should so constructed to test whether the student can apply what s(he) has learnt to another situation. That is what I use to do -- I expect students to be capable of applying their knowledge acquired from the book and class-work to novel situations reflected or incoporated in the question. Bloom's taxonomy of learning outcomes should resonate with the questions, and not only being a test of memory work or "recall".
A good exam is such that students can express their degree of understanding the curriculum through their thinking and solving of new, applied problems related to the curriculum, not through the simple showing of their memorizing.
Excellent contributions on this discussion. For me a good examination questions must maintain high level of clarity at both content and face validity.
Examination needs to covered main points of the subject and make sure that students can do the exam.Examination structure is depending on the level of program with their learning objectives.
Good exam questions should be thought provoking but not really puzzle like in order not to confuse the students under exam conditions.
A good exam is focused on outcomes of a course pre-determined in a curriculum.
What are the qualities of a good exam?
One size doesn't fit all also applicable to exam i.e. no single exam type can measure all the attributes / criteria. The qualities of good exam include:
this link is useful
https://www.infoq.com/news/2008/10/qualities_good_test
regards
The aim of any exam is to evaluate students level so as to everyone might have his deserve. The good exam must cover most of the studied areas and not to concentrate too much on subjectes over others. Moreover, exams must not be quite easy and funny taking only 10 minutes to finish . On the contrary, it must have 10 % of the questions with a difficulty level or practical problem to ensure the equal proficiency of the students in glass.
In addition, the good exam must not have any sort of cheating in order to achieve the right successful exams.
Some lecturers think that the good exam is that the complicated one and most students being struggled to get grades. This a false view and must be fair enough otherwise some parts.
Finally, the exam hall must be appropriated in a term of space and ventilation preventing compacted students.
Traditionally, experts in educational testing have emphasized the importance of three qualities of an effective examination.
- Content validity refers to a test's ability to effectively evaluate what it is supposed to measure. More specifically, did the test items, i.e., questions, elicit responses that demonstrated student mastery of a particular concept? A "comprehensive" final exam that derived 50% of its questions from a single chapter in a textbook that was covered in its entirety would lack content validity.
- Reliability refers to the dependability or consistency of students' scores. Stated another way, if the test were repeated, would the scores remain essentially the same? A test with questions that engender a great deal of guessing by most students would lack reliability, because results in a similarly prepared group of students would probably vary greatly.
- Objectivity refers to a test's score flowing primarily from the student performance being measured, rather than the idiosyncrasies of the instructor constructing the exam. Tests with many questions worded as if they were "fact," when they are actually the opinion of the test developer, lack objectivity.
Questions must be varied. Multiple choice and essay-type questions are preferred. Students need not to feel pressure.
I fully agree with all my RG-colleagues' answers especially with dear Dr. Marwah Firas Abdullah Al-Rawe, Dr. Salwan Al-Maliki and Dr. Mahesh Kumar.
Good exam should assess the knowledge and skills of the students, and gover the important main part of the curriculum.
It should be measurable, applicable, and fair.
The good exam shows the students' understanding of the scientific material and gives each student his entitlement.
A Gd exam should cover all the question styles Nd topics in same ratio..
Dr Marwah Firas Abdullah Al-Rawe , I think the questions and instructions should be clear. Pupils should know what to do exactly.
Question should be clear and give the opportunity for the student to identify the concept that is intended to be taught. a short and concise exam is important
Diversity and coverage the course. But it is recommended to give questions that train the student in lectures, with a clever question that distinguishes the intelligent student.
A good test should be appropriate in length for the allotted time.
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