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| astro300_f16:day4 [2016/09/07 05:57] – jwang | astro300_f16:day4 [2016/09/07 06:37] (current) – jwang | ||
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| * What part of question writing did you find the most difficult? | * What part of question writing did you find the most difficult? | ||
| - (20 min) Go through question example slides as a class exercise. | - (20 min) Go through question example slides as a class exercise. | ||
| + | * MC Summary | ||
| + | * Test what you teach and teach what you test! | ||
| + | * Write short, clear questions and solutions. | ||
| + | * All answers should be of a similar tone and length. | ||
| + | * Avoid throw-aways, | ||
| + | * Be sure to not suggestively word your responses. | ||
| + | * Exams should have a variety of difficult and easy questions. Some easier questions at the start of the exam can enhance motivation. | ||
| + | * FR Summary | ||
| + | * Test what you teach and teach what you test! | ||
| + | * Write clear prompts. Be explicit about what you want students to provide (no core dumps). | ||
| + | * Multiple parts should test multiple ideas, not the same idea again and again. | ||
| + | * Solutions should require novel ideas, not a summary of material in the prompt. | ||
| + | * Reminder about timing: always take your own quiz/ | ||
| + | |||
| **Some notes on multiple choice questions: | **Some notes on multiple choice questions: | ||
| Line 200: | Line 214: | ||
| * Be suspicious: If you see similar, very wrong answers, flag the tests and compare their answers to other questions. Hopefully you can look out for cheating while the quiz/exam is actually going on, but you won't be able to see everything. | * Be suspicious: If you see similar, very wrong answers, flag the tests and compare their answers to other questions. Hopefully you can look out for cheating while the quiz/exam is actually going on, but you won't be able to see everything. | ||
| * Talk (probably through e-mail) to students in your section(s) who performed very poorly (grades of less than 40% or 50%). They may be too shy to ask for help even if they know they need it! | * Talk (probably through e-mail) to students in your section(s) who performed very poorly (grades of less than 40% or 50%). They may be too shy to ask for help even if they know they need it! | ||
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| - | ===Scantron Exams=== | ||
| - | * You'll grade these kinds of tests with your fellow GSIs. | ||
| - | * Have a few people people double-check the answer key Scantron //for each version of the exam// **BEFORE** you start running all the tests through the machine. | ||
| - | * Note any questions that are missed quite frequently. Reasons for this can include: | ||
| - | *The question was poorly written or possibly too hard | ||
| - | *The students just didn't know that material very well | ||
| - | | ||
| - | | ||
| - | * Note any one student who missed a TON.. Reasons: | ||
| - | *They really just don't know what's going on | ||
| - | *They marked the wrong test version (you might be able to re-run it through the machine with the correct answer key or their GSI or the Head GSI might have to grade it by hand) | ||
| - | *They used some writing utensil that the machine doesn' | ||
| - | | ||
| - | *Use your judgment here; it's annoying to grade a Scantron by hand, but if they really just accidentally spilled something on it, then you should probably grade it by hand with no penalty. | ||
| - | * It's a good idea to skim over each of your student' | ||
| - | * Like after quizzes, strongly consider talking to students in your section(s) who performed very poorly (grades of less than 40% or 50%). | ||
