{"id":37287,"date":"2021-03-25t16:05:29","date_gmt":"2021-03-25t21:05:29","guid":{"rendered":"\/\/www.imrbdigital.com\/?page_id=37287"},"modified":"2022-11-16t12:39:24","modified_gmt":"2022-11-16t17:39:24","slug":"science-exams","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/science-exams\/","title":{"rendered":"science exams don\u2019t have to be demoralizing: a practical guide"},"content":{"rendered":"
by katie clements and cynthia j. brame<\/p>\n
with contributions from ben yett from electrical engineering and computer science; adriane seiffert from psychology; guil gualda from earth & environmental sciences; megan williams from the mstp program;\u00a0david cliffel\u00a0from chemistry;\u00a0vicki greene,\u00a0richard haglund,\u00a0shane hutson,\u00a0savanna starko, and\u00a0keivan stassun from physics & astronomy;\u00a0thomas clements,\u00a0jessica gilpin,\u00a0kathy friedman\u00a0and\u00a0jim pask\u00a0from biological sciences<\/em><\/p>\n why do you teach? it probably has something to do with a love for your subject matter and a desire to help others come to know and love it as well. ideally, exams won\u2019t get in the way of that, but they often do–particularly in larger classes where exams are in-class and time-constrained. this guide offers some straightforward recommendations for making these types of exams less stressful, more equitable, and more rewarding.<\/p>\n <\/a><\/p>\n the perils of curving: centering the grade average.<\/strong> <\/a>this section discusses the impact of adjusting the meaning of an exam score, such as changing the grading scale to make the exam average a b or b-.<\/p>\n steps to creating more valid (and less stressful) exams<\/a>.<\/strong> this section discusses how to design and write more valid exams, specifically focusing on creating test blueprints, writing easily graded partial credit questions, sequencing questions to promote student confidence, and adopting question structures with higher validity.<\/p>\n
\n