What kind of exam do you prefer? Multiple choice questions, writing an essay, reading comprehension questions, a practical one, or a mix of a different kind of questions?
I am doing written exams with open book approach, since I am speaking about engineering students at undergraduate level.
At graduate level, different combinations are applied (essay, mix of questions, ..., oral)!
The type of examinations I used, depends on the type of students applied. In freshman I use traditional exams, with problems and questions of critical type. For senior undergraduate, I used a mixed type of exams.
For graduate students, I use, essays and oral exams.
Dear Jesus, it depends on the course; for the general courses combination of multiple choice and essay questions while for the high Math courses essay questions only.
@Costas.
Many thanks for the answer.
I´m sorry, I didn´t mention oral exams.
I am doing written exams with open book approach, since I am speaking about engineering students at undergraduate level.
At graduate level, different combinations are applied (essay, mix of questions, ..., oral)!
In terms of levels of complexity and difficulty, accepted pedagogical conventions support that exams should contain problems from easier types of recitations to difficult ones that require critical thinking.
Each type of exam demands some level of knowledge and understanding of concepts but to choose which type is better suited depends on the level of the course, field of studies students are in that course and the type of the course.
I will say specifically in mathematics : if the students are in applied fields, then questions that need understanding and application of concepts are better suited. If the students are going to study and work in the field of the course then questions of understanding, interpretations to deeper analysis and expansion are better suited - questions to prove theorems or theorem like statements are good - theorems are facts and knowing only facts is not as stronger as knowing and proving theorems for building knowledge. Proving theorems make students one step wiser than only knowing and reciting them.
The most useful to assess both theoretical knowledge, its application, and practical reasoning skills are complex exams, e.g. case study, problem solving, or whole project (containing both writing part and oral presentation/answers to questions).
i prefer a well structures question as it will cover the students approach and as well his descriptive skill also. the multiple choice questions are of much use if you have to deal with a lot of numbers.
Thank you for your nice question. I strongly support Emilia Mikołajewska. I always prefer conceptual question for the students which will must work in practical life. A case study related exam is very effective for the students because at the tme of solving a case students have to face a lots of practical problems. If they can solve it they no need to memorize this things. Actually i do not prepare traditional exam system,em where a student has to memorize thousand question without understanding.
In Medical and paramedical field, combination of theory (written exam) as well as prectical ( viva+ case) is a Good choice.
But MCQ (multiple choice question) not at all.. But students like that too much ( bcz its easy to copy it from someone ;) )
An honest one and adequately evaluated which is equally important. The form depends on the subject, the material covered and the lecturer. I have had some very serious and thorough oral exams in social sciences and languages. However, I prefer individual written works involving research or mixed exams - a written work and an oral defense/discussion. Even in math, an exam should also include a brief explanation/ discussion - if you don't understand what you have ''solved'', then maybe you haven't done anything. As simple as a problem can be, there is always a concept involved, some kind of logic and application behind numbers and forms. Knowing that an integral defines a surface area is more important than having learnt integration formulas by heart.
Irrespective of the field, students should be taught how to synthesize information, prioritize and speak. Students should be able to stand up for their rights and demand more from the system and from themselves. Students should be encouraged to retake an exam if they have failed or in case teachers see their potential. I would regularly attend resit sessions while doing my Bachelor's. Sometimes the experience was good - you overcome the ''cramming'' stage and begin to understand. What happens now at some universities is that professors are encouraging students to cheat just to get rid of them and then they wonder why students don't respect them.
An exam is often a subjective perspective at a given point of time - it is not necessarily indicative of a learning process or any learning at all. Students should know that failure is very relative and if they quit an exam or a degree, they should do it with dignity.
Examinations have limited value as an assessment tool and research based essays are a much more practical system that benefits both the student and the assessor. Examinations simply test knowledge (on the day) rather than understanding and are limited in scope. They are of use in limited areas and are for example very good at testing knowledge of processes such as mathematics and for that matter in professional examinations.
In most academic subjects however it is better to give students an opportunity to expand their knowledge beyond simple fact gathering and for this reason written assessments based on individual research are a far better tool for assessing a students capabilities.
I prefer mixed types of assessment including PERFORMANCE- BASED ASSESSMENT. Various types of assessment are needed for the comprehensive assessment.
Dear Jesus,
In my university we conduct exams in mixed question type. We have Long essay, Short essay, short note and even MCQs in the therory papers.
In practical exams, we have practical demonstration and viva...
I think the mix model exam (Subjective + Objective) is always better for assessing the knowledge of students.
Last week i have posted a somewhat similar thread and i am attaching the link here....
https://www.researchgate.net/post/Which_type_of_question_would_better_test_the_knowledge_of_students_subjective_objective_or_combination_of_both
Yes Dr. Shafig, essay questions should creatively target the higher levels of thinking; otherwise, it would be a waste of time.
Whatever the type of questions is, the questions should measure how well the students did learn the material and can deal with new related issues.
I am going to answer for upper-division mathematics courses, where proofs are often a major component. I like take-home, unlimited time, open book tests that ask students to prove theorems new to them. One is trying to get information on students' potential to become mathematicians. For that, they have to be able to prove new results and all books are open.
Examinations are an important part of academic studies.
Some people argue that examinations test certain kind of skill. They say that many people have a good memory and a special ability to pass examinations and achieve brilliant result.
A mixed model type of question which include MCQ, descriptive (short & long) and practical with oral exams may be the best to test the knowledge of students.
Do you want to test ability to memorize (e.g. repeating what the teacher told), ability to solve a problem, ability to innovate, ability to write/present a story with arguments (e.g. philosophy) or ability to....?
I usually use a mixed model comprising MCQ, subjective questions (closed and open book), term paper, seminar, and practical with both undergraduate and postgraduate students. It works perfectly well, especially with postgraduate students.
Ideally, exams should be used as a motivational tool for students to study and as a feedback tool - for both students and professors.
Realistically, however, most state education systems have become systems of survival and the quality on both sides (students and professors) has become lower and vice versa (lower quality leading to survival). Many students want to pass an exam to get a degree (often just any) while professors and administrators (too may of them in any public system) need their jobs. Certainly, many combinations exist in between "I need this degree/job for..." and "I am getting better at this subject".
Another serious question is that science education (in fact, any education but science education even more than others) cannot thrive everywhere around the world or even within the territory of a single country - it requires serious teaching methodology, high proficiency in math and languages (most of all En), trust, money and investment in STHR rather than just textbooks, exams and degrees.
In addition, exams are negatively thought of because of all the stress factors they are related to such as poor organizational skills in terms of study strategy, low self-confidence, lack of support or time, health issues, a teacher whose teaching or behaviour has had some influence on the learner, grading. Just consider a potential combination of factors in this category and the above ones and you may get a glimpse of the complicated picture of an exam which goes beyond the type.
@Marcel
I would say that I specially want to test ability to solve a problem and to write/present a story with arguments.
@Everybody. Many thanks for the answers.
So, I see that a mixed model is your common choice.
@Hristina. That´s a good point. The stress factor is a very important one and I will take it into consideration.
Currently, an exam will be a combination of (multiple choice, fill in the blanks, match b/w columns, and short answers). Few years ago, there was T/F also but the administration ordered us to stop it. I very much like oral exams but the large number of students renders this type difficult to apply.
Stress is hard to cope with and we shouldn't forget that it affects not only students but lecturers as well, especially those who are trying to change things for the better or those who are not at all responsible for irrelevant curricula or other chaotic rules. I find teaching an exceptional form of art, being able to suggest an adequate exam is part of it.
What about socially-based exams? Are daily encounters with people (always) exams? Does every social encounter involve judgement based on impressions/feelings? Can impressions/feelings be scored (e.g. 'wow' = 10/10)?
Dear @Annie, as a Mathematician, I agree with you that for high level courses in Mathematics, the take-home, challenging questions, unlimited time, open book tests that ask students to prove theorems new to them are very helpful for the students to strengthen their abilities for carrying out new issues in their research.
I am in engineering field and it is different for undergrads and postgraduate.. I generally use a mixed model comprising subjective questions , term project, quizzes and assignments for undergraduate and postgraduate students ., ideally we should test the ability of solving problem.
Dear All,
I do not like multiple choice questions (=MCQ).
If MCQs can measure real knowledge many students cannot understand how to answer them. Another trouble if the MCQ has been stupefied it is not suitable to measure knowledge and abilities. The third trouble, students these days are not able to write and express themselves as it should be. They are not able to formulate ideas.
Thus, I use generally essay questions in which I demand reflecting and the intellectual use of the taught material.
However, the best thing is not to examine students. I feel teaching is a pleasure examination is a pain.
Dear Marcel,
Daily encounters and subjective impressions are not suitable to assess knowledge and abilities. Or if they are, this kind of evaluation is not acceptable in our social environment.
Dear Marcel,
An example for personnel impressions: My daughter told me on one of her female professors that woman students should be unattractive, wearing neglected dresses if they hope a good mark.
Exams are a very common assessment and evaluation tool in schools and universities Exams show us what students have learned, and how they retain that knowledge, and it is completely natural that you feel stressed when you have an exam .
For me I find that essay is a favourite type of exam to test higher levels of cognition including analysis, synthesis and evaluation and even students don't feel panic what ever are under pressure ( limited time )
the essay does not only test your knowledge, but the ability to organize and present your thoughts .
Dear @András, I share the same experience with both of my daughters, regarding some of female professors! How about male professors!?
It is not easy to decide which type of question is better than another.. ... Learning outcomes (level and complexity) should lead instructors to the best type of question.
Tow impotrant things to remember.
Open questions are easy to write but hard to mark
MCQs are hard to write but easy to mark.
Open book, and case analysis with focus on causal roots of the problem; and how the problem can be solved with the help of what the students have learned in the course under the relevant topics..
Dear all, many thanks for your answers
@András, sometimes I also think examination is a pain, but you need to evaluate your students...
@Ljubomir, @András. It´s sad to read about your daughters experiences...
By the way, my favorite type is a mixed one, with case analysis, MCQ and essay questions.
I would like to add to my previous post that in the undergraduate there are two types of courses:
(i) Basic courses. On these courses all the others are build on. For these courses there should be written exams, quite difficult. The objective here is to be secured that students have learn these knowledge well.
(i) There are elective courses. For these courses the exams should be nixed. Written, oral, and with project papers.
In my opinion short concise answers to the questions actually judge the students knowledge.Questions should be framed such that most have only one reason or answer.MCQs shouls be included but constitute only 20-25% of the max.marks-not 100%
Exams should be as brief as possible, non-repetitive, a mixture or pure and contextual, and have enough variety that every student is able to demonstrate their level and areas of expertise.
I prefer exams development, which prompted the student to develop a theme, such as in a trial. The idea is to have a thesis on the subject and develop arguments to support it. In these tests is important to measure the time, since this can run out without adequately explained the thesis develops.
Dear All,
Generally, I do not like examinations, it is better delivering lectures. However, I prefer written examinations with practical and theoretical questions: at least 15-20 questions which are suitable to assess the knowledge or impression of knowledge of students. I do not like multiple choice questions because I do not care of the guessing ability and passive knowledge of students. Multiple choice questions have some benefits: convenience, quickness and no need for teachers’ efforts.
Dear András, as an Anatomist, teaching undergraduate medical students, as much as I also hate exams and (even worse) examining, I have the idea that this is an integrating part of teaching, not only from the students' perspective, but also from the educators' perspective, because it gives us an approach to perfect our methods of teaching.
We usually give a mixed (multiple choice, quick definitions or giving the legends for anatomical images), as an intermediate evaluation step at the middle of the semester, we always end the course with individual oral exam to each of the students.
This oral interactions seams to be the best approach for medical students. They will soon be interrelating orally with their own patients, and need to learn how to be convincing from their knowledge.
Our anatomy students have a score, in which their written test is worth 20%, their practical work is worth 30%, and the final oral exam, 50%.
Their final marks are usually good in average, and we are proud to have gained several good friends, through this nearly informal approach to examining.
As I perceive , reasoning type questions is best suited in Medicine.
It should carry 2 marks each.
And MCQ can be added (20%) of it.
And yes examinations are a must.
Dear Maria,
My wife is a physician and I have survived her studies and I have an impression on the difficulties of anatomy as well as the other medical subjects (even myself studied detailed mammal anatomy) . I think from realistic point of view the best option is a verbal practical exam in anatomy. I note: anatomy is a basic subject in medical training thus oral interaction opportunity for future physician patient relationship can be postponed to a later section of medical studies.
I do not like verbal exams because I prefer to prove that my assessment on the exam items was correct and detailed. Written exam is the easiest way to disprove the potential accusations of students. Many students can tell fantastic stories…
I remember very well an exam of my wife when she got only a pass because the anatomy teacher was convinced that my wife became pregnant only to get thorough the exam. Many pregnant female students were treated like she mainly by male teachers. In case of a written examination this could not have happened.
I don't believe in exams!
We are not dealing with a trust fund that I give my students $100 and expect them to give it back to me at the end of the semester.
It's more of an investment; knowledge investment. Hence, I expect my students to do their assignments at home, but provide me with logical reasoning and arguments.
Dear Alireza.
I understand. But, how can you be 100 % certain that your students home assignments were exclusively performed by them? Of course, this will depend on the subject you teach and how you train your students.
In Medicine, we have the social necessity to guarantee a student's quality, and honest scientific knowledge, before we let them take care of other people's most precious gift, which is health.
Dear András, of course there should be a certain amount of fairness and reliability in oral exams, which will be easily gained if you only proceed with an imparcial jury of at least three graduate professors. The other thing we assure is that all oral exams are open to the public and we have at least 5 students present in the examining room.
The most difficult task in my teaching career comes whenever we have to fail one student. When I was a junior lecturer, this was the most difficult day in my life. (actually much more difficult for me, than for the particular student, who was well aware of his lack of knowledge.) Things turned out much easier, when I heard my Professor's advice, saying that today, I was examining the lack of knowledge of this student, but if I passed him, tomorrow, there would be the risk of having him take care of my own health, or of some member of my family. This idea makes examining easier, and as much as I have learnt, students also understand, and students are the first to demand honesty and fairness in their exams.Students also enjoy have classifications for their hard work.
How can one trust homework when most of the students will rely on some smart student to solve the problems & then they carry out copy/paste after him/her ? They indeed have to be examined & watched closely during the exams by more than one lecturer. If they deserve to succeed, then be it; if they deserve to fail, then be it also. In this ending 1st semester, I taught general chemistry(I) to 2 sections (one for medicine students & one for biotechnology students) using the same textbook. More than half of the medicine students got (A's & B's) while more than half of the biotechnology students failed. No injustice, since all the students were subjected to questions prepared by a committee & I even didn't correct the answers but only reviewed them. It was a fair game.
Yes, dear Dr. Nizar, and truly I believe that your medical students simply know that they are not allowed to fail, because this will be their professional attitude for life...
Dear Nizar & Maria,
I don't teach mathematics which questions have one answer. I teach social science and humanities which the final answer doesn't matter as long as it is supported by logical reasoning and references,
All assignments are checked and double-checked by a couple of software to insure they are plagiarism-free.
I am the editor and reviewer for 14 scholarly journals, I review the assignment as if I am reviewing article for publishing.
For various reasons I am very confident that it is impossible to plagiarize those assignments, and if they happen to do so and I don't notice it, I shall congratulate them for becoming a very sophisticated copy cat.
In addition, when a presentation is necessary; they can't skip the Q&A. A person who has plagiarized or had someone else to do their assignment cannot answer the questions.
Dear Alireza, I tried home assignments, in which there was literature survey on hot topics of 4th year industrial & applied chemistry, few years ago. I discovered that a good number of them bought ready-made printed searches from older graduates. It was not possible to compel all for presentations simply because the number in each class was in the range of 40-60 students. Cheating, at present, is a widespread phenomenon which my colleagues & I fight fiercely.
Dear Nizar,
Now I understand what you meant, but nevertheless this is a very practical method for me.
Even during my undergraduate studies at University of Nottingham (Management & Computer Science) and Staffordshire University (Business IT) the faculty had the database of all assignments ever submitted, so even in case of similar questions, getting away with plagiarism was unattainable.
Due to small number of my students at each class (graduate & postgraduate) and very specific nature of questions which require independent data analysis, (and depends on the module) the necessity of the findings presentation followed by Q&A, makes plagiarism is impractical.
Tests - multiple choice questions are not the one that develop critical thinking of students. Many students pass such exams with litle knowledge by method of elimination and guessing!
also I agree with @Ljubomir Jacić
but I prefer Multiple choice questions
regards
The best exam is the one that help students learn the most. It all depends on the subject and the nature of the content covered.
As a student, multiple choice but as a teacher, essays where students explain different phenomena
We have faced written examination with out any book or help till our M.Tech degree course. Since in our education system there is no provision of referring any study material during examination. So we prefer our exam style.
A mix of a different kind of questions gives better evaluation.
Most students prefer Multiple-choice questions. But I feel it depends on the category, field and level of students in question.
Regards
The proper question is not about favourite type of exam, but which type of exam bring the relevant info!
It depends of the learning objectives I want learners to achieve. Sometimes I use MCQs, other times I use essays, oral exams, open book and others to help me ascertain whether learning has been achieved.
I prefer multiple choice questions, writing an essay and mixing of different kinds of questions to evaluate the student s levels.
Best regards.
Multiple choice and short answer questions ,both can be used in Exam.
As a students, I prefer subjective questions, but as a teacher, objective question.
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