Written exam
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description (abbreviated version)
The written exam is a type of exam that usually tests subject knowledge at the end of the semester.
What is it good for?
End-of-semester exams are a way to check the achievement of predefined learning objectives. Here, the exam questions can range from simple knowledge questions or definitions to reflections or applications. The learning objectives therefore define the type and possible number of questions. The General Examination Regulations of the University define written examinations as follows:
"The written examination is a written examination. Through it, the examinee should prove that he or she can solve tasks and work on problems under supervision in a limited amount of time using common methods of the respective subject area."
Variations of the classic written exam are open book exams, where students are allowed to bring learning materials. In this case, the focus is less on testing knowledge and more on application and reflection. Accordingly, higher learning goal taxonomy levels can be tested in the exam.
Approach
Dubs (o.J.) distinguishes between four requirements for all examinations:
- Validity (in terms of exam content, construct, and criterion),
- Reliability (implementation and evaluation objectivity),
- Equality of opportunity (setting up the test content on a level playing field), and
- Economy (effort of constructing, conducting and evaluating an examination).
Since even the best examination cannot avoid conflicting goals between these basic requirements (e.g., careless task setting vs. careful correction based on a sample solution, removable reliability for challenging learning objectives and tasks, challenging examination tasks are not very economical, etc.), it becomes clear that the criteria of validity and reliability are central in examination design (ibid.).
Group size
Any
Time required
The duration is 60 to 240 minutes. The time required for correction depends on the type of exam questions. Reflection questions (for testing higher taxonomy levels) usually take longer to correct than true/false answers. In the case of multiple-choice questions, the special requirements of the General Examination Questions (e.g. 4-eyes principle during preparation and special evaluation requirements) must be taken into account.
Room equipment
No special requirements.
Material
Examination sheets. Aids are announced by the examiner in advance. In so-called open-book examinations, the focus is not on memorized knowledge, but on task or problem solving or reflection. Here, students are allowed to bring learning materials (e.g. books, self-prepared notes).
b) How does the exam format & promote the following diversity dimensions?
Prior subject knowledge & Prior knowledge
In exams, it is difficult to specifically consider differentiated knowledge or prior experience, since a generally expected learning level is tested.
However, the exam format exam must be considered in a differentiated manner, since exam types can differ (multiple choice, knowledge tasks, descriptive, analysis tasks, etc.). The more the students analyze or apply themselves, the more they can actively formulate and contribute their prior experience.
Core Competency Independent Work & Learning
Whether the exam requires independent work depends on the course. If the written exam tests learning outcomes in the learning team coaching format, the preparation is clearly more independent than if it is based on a strongly instructor-centered lecture. In contrast to the project report, for example, the written exam usually requires less independent learning.
Study motivation
Exam learning is underpinned by an extrinsic appeal of assessment. As teachers, it is important to make learning objectives transparent. Assistance is possible through comprehensibly formulated tasks, but also through intensive exam preparation with learning scripts.
Academic & social integration
Academic and social integration is only slightly promoted, unless office hours or exchange via e-learning platforms, chats or study groups etc. are offered before the exam. Feedback on results supports further learning.
Time & local restrictions
Time and local restrictions are imposed on examinations by the fact that they are scheduled for a specific date and place.
Literature
Dany, S.; Szczyrba, B.; Wildt, J. (eds.) (2008): Exams on the agenda! Higher education didactic perspectives on exam reforms. Bielefeld.
Dubs, R. (n.d.): Better written examinations. Conducting examinations validly and reliably. In: Neues Handbuch Hochschuldidaktik (H. 5.1).
Friedrich, H.; Mandl, H. (1992): Learning and thinking strategies - a problem outline. In: H. Friedrich and H. Mandl (Eds.): Learning and thinking strategies. Analysis and intervention. Göttingen: Hogrefe, pp. 3-54.
Friedrich, H. F. (1995): Analysis and promotion of cognitive learning strategies. In: Empirical Pedagogy (9 (2)), pp. 115-153.
Ludwigshafen University of Applied Sciences (2014): General examination regulations of the Ludwigshafen University of Applied Sciences. Ludwigshafen am Rhein.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Retreat. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www. hwg-lu.de/arbeitspapiere
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