Question Paper Setting

Question paper setting Basic Principles Title Page Each question paper must state the following on the title page. College, date, class, time, subject, paper (if any), maximum marks, minimum marks, question grid showing question numbers, maximum marks for each question and space beneath for marks obtained, percentage, grade, instruction to candidates, invigilated by, checked by, marked by General Instructions General instructions should always be FULL – CONCISE – ACCURATE – CLEARLY – WORDED - CLEARLY LAID OUT Instructions must be totally self-explanatory and need no further interpretation by the supervisor. Candidates should be able to read the instructions and clearly understand from them what is required. Such instructions may include: i) The number of questions to be attempted ii) Which (if any) are compulsory iii) Where to write the answers iv) What equipment may or may not be used (e.g. in Maths calculator, compass, protector etc) v) General points which the candidates must know where necessary. Content Decide what is being tested i) Over the whole paper ii) With each question CONCEPT? SKILL? MEMORY? FACTS? INTERPRETATION? Are the questions appropriate? A. Each question must carry a clear, unambiguous instruction as to what is expected of the candidate. Candidates should not be diverted from their task by having to seek clarification of questions. A basic fault: examiners assume that, having taught students in a particular way, the students then understand what is required of them. B. Everything that is required of the candidate must be stated clearly in the question. DO NOT ASSUME THAT CANDIDATES CAN READY YOUR MIND! Always set your paper as though it is going to be sat by someone you have not taught who has studied the same syllabus Use appropriate vocabulary and sentence structure for the targeted level/ group of students. Try to make language familiar to the students by using local names of people, places, currency etc. C. Make sure that the wording is: i) accurate ii) unambiguous (no double meaning) iii) understood by the student D. Diagrams must be: Neat Clear legible accurate properly labeled E. Use of spacing, numbers, letters: a) Don’t crowd – delineate questions by clear spacing as well as numbering b) When using numbers and letters for sub-questions, don’t use the same type twice in the same question e.g. Q.1 What are the following……………….? (a)………………………….. (a)………………………….. (b)………………………….. (b)………………………….. (c)………………………….. Wrong (c)………………………….. right (a) ………………… (i) ………………… (b) ………………. (ii) ………………. F. Check thoroughly for accuracy of Spelling Grammar Punctuation Don’t use unnecessary capitals e.g. Q. Define photosynthesis and Respiration. List three important differences between photosynthesis and respiration. Comment: The use of the capital R for respiration distracts candidates… Is it more important? Why the lower case ‘ r ’ later? G. Are the terms and concepts used in the questions known to the candidates? e.g. Q. Give an illustrated account of …………………? Comment: How much ‘illustration’, how much ‘account’? Do they know what is meant by describe? Comment on? Define? Illustrate? Elucidate? Narrate? Expound? Exemplify? Elaborate? 2. Question Types & Their Construction a) Multiple Choice the hardest to construct – the easiest to mark. They are designed to measure knowledge, understanding, and thinking skills in most subjects. The following points should be noted: i) Lead-in should be clear and simple. ii) It should be grammatically the same as the choices, i.e. same tense/ singular or plural/subject and verb should agree etc. iii) Avoid negatives. iv) Choices should all be possible with ONE better than the rest, i.e. Identify the marsupial in – platypus, dingo, koala. v) Avoid should follow in sequence – i.e. Henry VIII of England had 3,4,5,6 wives. vi) Avoid using choices like – all of these, or none of these. vii) Make sure that there is only ONE correct answer. viii) Make your choices reasonable and of the same length. ix) Check that the answers are in random order, i.e. 1A, 2C, 3D, 4B, 5C, 6A etc. x) Now – Construct 5 Multiple – Choice questions, (each with 4choices), in the subject you teach and at the level you usually teach (xi/xii). b) True/False questions are good for checking knowledge of facts, terms and conditions. However, they encourage guessing, so there should be no more than 5 in any test/exam. In writing them you should -- i) Use clear and simple language (true of any type of question). ii) Make sure the answer is fact, not opinion! iii) Avoid the use of negatives. iv) Avoid use of “may be” words such as sometimes, always, may, some, often etc. v) As with M.C., mix the answers randomly. vi) As with M.C., construct 5 T/F questions in your subject and preferred level (xi/xii) c) Matching Columns These are good for obtaining detailed knowledge in specific areas, i.e. Prime Ministers and their countries; dates and events; terms and definitions, etc. things to be noted-- i) Give clear instructions as to what is to be matched and how it is to be done ii) Make your columns of unequal length to avoid guessing. iii) Number one column – use letters for the other. iv) Construct a test in the area of your expertise. v) Give clear, concise ad unambiguous choices. d) Fill the Gaps – Completion Test Good questions to establish facts – not easy to guess answers. They are easy to construct and if done with care they are relatively easy to mark. i) Make sure that there is ONLY ONE correct work to fill the blank. ii) Blanks should be in the middle or towards the end of a sentence –NEVER AT THE BEGINNING. iii) Use one or two (never more) blanks in the sentence. Make each blank the same size regardless of the number of letters in the word. iv) Avoid using clue words before a blank i.e. a or an, one or some etc v) Construct five sentences with blanks using a topic of a subject that is familiar to you e) Short Answer Questions Good questions in the upper classes (xi & xii) i) They minimize guessing and encourage thinking and expression and allow for flexibility of the students response. They may be – write a paragraph on ………… Draw a diagram of … Label the following diagram; Briefly explain the difference between ……….. Explain the contribution of ………… to the founding of Pakistan, in brief: Write brief notes on four of the following………………. etc, etc. ii) They are relatively easy to construct and with a good mark schedule, quite easy to mark. iii) Widely used in subjects as varied as English, the Science, Pakistan Studies, Islamiyat, Urdu and Maths. iv) Choose a topic – then construct two different types of short answer questions. f) Essay Questions a common feature of intermediate exams – widely used in Intermediate – level institutions. The main problem is in making the question specific. For instance “Write an essay on photosynthesis” – this is so wide it can be covered in a book let alone a 500 word essay. Such criticism may be true so far as other subjects like history, geography, science, etc., are concerned but in languages, where the ability to express oneself coherently and lucidly is a major objective, essay – type tests appear to be the only valid tests of communicative competence in writing. g) Test of tests The quality of a test is usually judged on the basis of the following criteria: 1) Objectivity a) Content validity 2) Validity b) Concurrent validity 3) Reliability 4) Administrability / Useability 5) Suitability 6) Motivationality c) Predictive validity 7) Scoreability d) Construct validity Marks Allocation i) Weightage: Marks must reflect the degree of difficulty / length of the question and required answer. This is critically important. Show the section marks on the question paper clearly and in a consistent pattern. Maximum marks for each question must be written on the line where the question ends ii) Marks must add up to the paper’s total! BALANCE OF QUESTIONS a) Ensure that what is required to be covered is included. Is the syllabus fairly covered? b) Do not include untaught matter! c) BE FAIR! Exams are not meant to trick the candidates. They are also the test of your teaching! d) Don’t over-test the same point. Avoid drill or repetition of the concept. Answers BE CLEAR AS TO THE REQUIRED RESPONSE a) Is more than one answer acceptable? b) Is the answer able to be expressed in different ways? c) Is there no definitive answer, instead, the marks reflect the method of approach? d) Are the marks for working? e) Do you have possible answer information sub-divided into must have could have and marks reflect this? e.g. must have for full marks: points (a)(b)(c)(d) [i.e. if any of these points are missing, full marks cannot be obtained]. Could have points (e)(f)(g) etc., or other acceptable material. Layout The WHOLE APPEARANCE of the paper must be CLEAR AND UNCLUCTTERED. Spacing is important, as is use of headings and having important instructions stand out and catch the eye. Proof Reading IMPORTANT! THE KEY 3 STAGES: [a] as you go [b] on completion of draft [c] Printed draft KEY CHECKS: A. GENERAL a) Title and instructions b) Use of bold, italics, capitals, etc in the right places e.g. headings and sub-headings c) Spacing and General appearance d) Alignments – marks, question numbers, figures in maths B. Specific a) Line-by-line b) Anything missing c) Spelling d) Punctuation e) Sense of questions f) Grammar g) Ambiguities h) Marks weighting i) Marks addition j) Figures - correct k) Diagrams – accurate, clear DURATION OF THE PAPER Length of the paper should be appropriate to the time allocation. The average student must be able to finish it in the given time. Paper should not be lengthy or too short. For accuracy teachers must time each question themselves. Workshop on Paper Setting Preparation of Exam Syllabus Before setting up question papers the most important step is preparation of exam syllabus. It should be prepared very carefully by the head in coordination and consultation with all the concerned teachers. Marking Key (Solved Answer Paper) Teachers must submit a solved answer paper with each question paper. The solved paper in Maths and exact sciences must indicate all the steps of the anser and correct answer itself. In Languages and Pak. Studies & Isl., the solved paper must enlist the points which the teacher seeks in the answer. Marking Scheme A good marking scheme is essential, not only for correcting a paper fairly, but it also helps a teacher to think about the quality of the question itself, by breaking it up into parts, and allocating adequate weightage to each part. For example, English essay, total marks 15 Fifteen marks could be broken as: Subject matter, originality of ideas:5 style, vocabulary, spellings and grammar: 6 Planning, introduction, paragraphing, conclusion:4