Written exams: How effectively are we using them?
In an outcomes-based education model, syllabi, learning activities and assessment tasks have to be aligned with the intended learning outcomes. This approach is known as Constructive Alignment. One of the major challenges in constructive alignment is the design of assessment tasks that are managea...
| Main Author: | |
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| Format: | Conference Paper |
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Elsevier
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/76481 |
| _version_ | 1848763698050498560 |
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| author | Ortega-Sanchez, Cesar |
| author_facet | Ortega-Sanchez, Cesar |
| author_sort | Ortega-Sanchez, Cesar |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In an outcomes-based education model, syllabi, learning activities and assessment tasks have to be aligned with the intended
learning outcomes. This approach is known as Constructive Alignment. One of the major challenges in constructive alignment is
the design of assessment tasks that are manageable, authentic, multi-dimensional, inclusive, equitable, valid and reliable. Tradeoffs
are inevitable; hence assessment tasks usually focus on particular aspects of the expected learning outcomes, while ignoring
others. There is no such thing as the “silver bullet” assessment task. In this paper the use and format of assessments will be
analysed and some ideas on how to design their effectiveness will be presented. The intention is to engage readers into reflecting
on the effectiveness of the assessment methods they use, in particular: written exams. |
| first_indexed | 2025-11-14T11:07:35Z |
| format | Conference Paper |
| id | curtin-20.500.11937-76481 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:07:35Z |
| publishDate | 2016 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-764812021-01-15T07:49:43Z Written exams: How effectively are we using them? Ortega-Sanchez, Cesar In an outcomes-based education model, syllabi, learning activities and assessment tasks have to be aligned with the intended learning outcomes. This approach is known as Constructive Alignment. One of the major challenges in constructive alignment is the design of assessment tasks that are manageable, authentic, multi-dimensional, inclusive, equitable, valid and reliable. Tradeoffs are inevitable; hence assessment tasks usually focus on particular aspects of the expected learning outcomes, while ignoring others. There is no such thing as the “silver bullet” assessment task. In this paper the use and format of assessments will be analysed and some ideas on how to design their effectiveness will be presented. The intention is to engage readers into reflecting on the effectiveness of the assessment methods they use, in particular: written exams. 2016 Conference Paper http://hdl.handle.net/20.500.11937/76481 10.1016/j.sbspro.2016.07.021 http://creativecommons.org/licenses/by-nc-nd/4.0/ Elsevier fulltext |
| spellingShingle | Ortega-Sanchez, Cesar Written exams: How effectively are we using them? |
| title | Written exams: How effectively are we using them? |
| title_full | Written exams: How effectively are we using them? |
| title_fullStr | Written exams: How effectively are we using them? |
| title_full_unstemmed | Written exams: How effectively are we using them? |
| title_short | Written exams: How effectively are we using them? |
| title_sort | written exams: how effectively are we using them? |
| url | http://hdl.handle.net/20.500.11937/76481 |