Jak napsat dobrý test
Sarah Leupen
Writing a test to assess students' understanding seems like a simple task, but those with experience know that it is full of traps. In this workshop, we will identify and defuse these traps. But more importantly, we need to be clear both to ourselves and our students on what we actually want them to be able to do with the material of our discipline, and then work 'backward' to design our test and indeed, our time in class, based on these goals.
quiz syllabus quiz analysis evidence based teaching Kategorie: LF UK Plzeň
Kapitoly
| 01:16 | What IS a good test |
|---|---|
| 06:50 | We give knowledge, and ask for understanding |
| 09:18 | Bloom´s taxonomy |
| 20:47 | The Bloom´s level of our exam questions is low |
| 25:32 | After 1 year of physics, students think less like scientists. |
| 26:22 | What IS a good test? |
| 33:06 | What are the best types of questions? |
| 40:21 | Multiple Choice Questions |
| 41:42 | NBME |
| 48:47 | Free-Response Questions |
| 54:45 | Simple Item Analysis |
| 58:43 | Backward design |