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Exam / test setting

Exam / test setting. Overall requirements Number of times assessed in Grade 12. Learning outcomes. Cognitive levels. High standards, high stakes exams Knowledge-Comprehension-Application (K-C-A) ratio of 30-40-30 from a collapsed Bloom Taxonomy. 30 - Level 1 - Knowledge

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Exam / test setting

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  1. Exam / test setting

  2. Overall requirementsNumber of times assessedin Grade 12

  3. Learning outcomes

  4. Cognitive levels • High standards, high stakes exams • Knowledge-Comprehension-Application (K-C-A) ratio of 30-40-30 from a collapsed Bloom Taxonomy. • 30 - Level 1 - Knowledge • 40 - Level 2 – Comprehension • 30 - Level 3 – Application • Ignore assessment verb when classifying • Assessment grid serves as check • Learners across perceived spectrum of ability must be catered for in paper

  5. Taxonomy Assessment standards Knowledge Assessment grid

  6. Structure • Follow structure of DOE papers found on Thutong http://www.thutong.doe.gov.za/ • Suggestion – set too many questions and trim

  7. Why scenario? • Promotes higher order skills and moves away from rote learning • Provides for more interesting paper within a real-life context Must cater for many interests

  8. Scenarios • Essential for Theory paper and LO1 • General for Practical paper and LO2 • Be careful to avoid cultural and gender bias • How to: • Every day scenarios • Brainstorm • Where would a spreadsheet, database and word processor be used? • Theory paper (2) – expand scenario with paper e.g. move to a LAN, etc.

  9. References • LPG • LPG • LPG • LPG • No single textbook • Data collected – give credit • If you buy a paper keep source of exam paper PRIVATE

  10. Practical paper • Data files must be extensive for some questions, e.g. search and replace • 1 mark per skill, i.e. no ½ marks • Be specific, e.g. footer in the middle or centered • Use diagrams • Avoid • All-or-nothing questions • Mark stacking • Avoid excessive input of data • Duplication of skills across questions and packages Do paper DURING and AFTER setting

  11. Written paper • Use mixture of closed and open-ended questions • Place the main scenario at the beginning of the section • Questions should not repeat the scenario, but question may extend the scenario by placing a further short descriptor of the ‘extended’ situation at the beginning of a question

  12. Memorandum • Serve as teaching mechanism • Allocate marks • Clearly • Consistently • Think of markers Do paper before you allocate marks

  13. Technical • Cover pages • Consistency of numbering • Clarity of screenshots • Accessible language • Correspondence of mark allocations (paper / grid / memo) • Headers and footers • Translation issues Do paper DURING and AFTER setting

  14. References A great deal of information came from: • http://www.studyopportunities.co.za/fet_cat/data/Scenarios.doc

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