Lesson 26 Topic: Examination requirements and conditions Time: 80min Module: iss lesson aim

Lesson 26
Topic: Examination requirements and conditions
Time: 80min
Module: ISS
Lesson aim: to outline the methods and techniques of exams
Lesson Objectives:

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  to discuss types of assessments
  
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  to create tips for developing writing and oral skills
  

Objectives:

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  Ask students if they have a good memory. After a short discussion tell students that you are going to check it. Draw their attention to the second slide of the PPT. Give one minute remember all the details. Tell that after one minute you will ask questions about the picture. After the time is over show the questions in the slides and give some time to answer them. Next, check the answers, ask students how many correct/incorrect answers they have. Point out students with the least amount of mistakes. Ask students how they managed to remember all details.
  
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  Alternatively, it is possible to distribute the picture and questions as handouts to students.
  

An examination (exam or evaluation) or test is an educational assessment intended to measure a test-taker knowledge, skill, aptitude, physical fitness, or classification in many other topics. A test may be administered verbally, on paper, on a computer, or in a predetermined area that requires a test taker to demonstrate or perform a set of skills.

Tests vary in style, rigor and requirements. There is no general consensus or invariable standard for test formats and difficulty. Often, the format and difficulty of the test is dependent upon the educational philosophy of the instructor, subject matter, class size, policy of the educational institution, and requirements of accreditation or governing bodies.
A test may be administered formally or informally. An example of an informal test is a reading test administered by a parent to a child. A formal test might be a final examination administered by a teacher in a classroom or an IQ test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score. A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants.
A test may be developed and administered by an instructor, a clinician, a governing body, or a test provider. In some instances, the developer of the test may not be directly responsible for its administration. For example, Educational Testing Service (ETS), a nonprofit educational testing and assessment organization, develops standardized tests such as the SAT but may not directly be involved in the administration or proctoring of these tests.
Different types of exams Exams are used at university to test how well you have understood key concepts, themes and topics covered in your course. Whether on campus, at an external venue or online, you may be required to do to one or a combination of the following exam types:
 Multiple choice
 Short answer
 Essay
 Seen/open question
 Open book
 Take home
 Oral
 Practical
Your success in completing an exam will depend on how well prepared you are for the type of exam you will sit, and how you approach it on the day. Multiple Choice exams These are used to present a large number of questions/statements, each usually being of the same value. For each question/statement you are required to select the most appropriate response or responses from a list of choices. These exams require you to demonstrate knowledge and command of content. You need to be able to recall and apply knowledge quickly, so good question analysis skills are essential. Before the exam  Identify the main themes within the course by looking at the Course Outline and any other information available to you on the Course site
 Ensure that your course notes are complete, thorough and well organised into key topics (e.g., from lectures and tutorials, online lectures, videos, or other online activities)
 Memorise and understand the key terms, theories, and applications well enough to respond accurately to a lot of questions in a set time
 Practise responding to the types of questions that might be in your exam and check that your answers address each question fully – practise in a time limit During the exam

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  Read each question/statement carefully
  
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  You may find it useful to restructure the sentence to interpret what is being asked Read more than once to make sure you are not misled by certain words or make the wrong choice
  
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  Check for words which restrict the possible answer (e.g. absolutes such as all, every, never, no or moderate words such as generally, most, least)