Comm 454 - 2
docx
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School
University of Saskatchewan *
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Course
454
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
2
Uploaded by CoachMole1859
Introduction
Writing exams for COMM 454 requires careful planning and consideration to ensure that students are adequately assessed on their knowledge and understanding of the course material. This document aims to brainstorm a new process for writing COMM 454 exams that promotes fairness, rigor, and effectiveness in evaluating student learning.
Step 1: Review the Course Learning Objectives
The first step in creating a new process for writing COMM 454 exams is to thoroughly review the course learning objectives. These objectives outline the key concepts and skills that students are expected to master by the end of the course. By understanding the learning objectives, exam questions can be designed to assess students' knowledge and application of these objectives.
Step 2: Design a Question Bank
To ensure variety and fairness in the exam, it is beneficial to create a question bank. This question bank should consist of a diverse range of questions that cover different topics, difficulty levels, and cognitive levels (such as recall, comprehension, application, analysis, and synthesis). By having a question bank, exams can be created with different sets of questions for different students, minimizing the risk of cheating and promoting fairness.
Step 3: Align Questions with Bloom's Taxonomy
Bloom's Taxonomy provides a framework for categorizing learning objectives and aligning them with appropriate cognitive levels. When writing exam questions, it is essential to align them with Bloom's Taxonomy to ensure that students are challenged appropriately. By incorporating questions that target various cognitive levels, exams can evaluate students' understanding, critical thinking skills, and ability to
apply knowledge in real-world scenarios.
Step 4: Include a Variety of Question Formats
To engage students and assess their knowledge from different perspectives, it is important to include a variety of question formats in the exam. This can include multiple-choice questions, short answer questions, essay questions, problem-solving questions, and case studies. By incorporating different formats, students have the opportunity to demonstrate their understanding and skills in different ways, allowing for a more comprehensive assessment of their learning.
Step 5: Review and Revise
Once the exam is created, it is crucial to review and revise it before administering it to students. This review process involves checking for accuracy, clarity, and fairness of the questions. It is also important to ensure that the exam aligns with the course content and learning objectives. By conducting a thorough review and revision, any potential errors or biases can be identified and corrected, resulting in a more reliable and valid assessment tool.
Conclusion
Creating an effective process for writing COMM 454 exams requires careful consideration of the course learning objectives, the use of a question bank, alignment with Bloom's Taxonomy, inclusion of various
question formats, and a thorough review and revision process. By following these steps, instructors can design exams that accurately assess students' understanding and skills, promoting a fair and meaningful evaluation of their learning outcomes.
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