If using a textbook’s problems, change not only the numbers but also the names (e.g., Chris to José), and the scenario (e.g., pulling a boat into letting a kite string out).Eliminate multiple-choice and fill-in questions in favor of show-all-work questions where students have to scan and upload their work.Ask students to identify an error in a proof or computation (this is particularly effective since students will be unable to Google it).Ask more conceptual questions (e.g., “what is the next step in this problem?”, “state the definition of…”, “explain why this hypothesis in the theorem is necessary”).Joe Guadagni, Rutgers University, has compiled this advice from the Mathematics department: STEM and other quantitative courses face a particular challenge in creating practical online exams because it appears to be easier to cheat, and so many questions are computational.
For a good overview of question writing that includes questions testing higher-order thinking, see How to Write Better Tests from Indiana University-Bloomington Evaluation Services and Testing (BEST). Include in a “what if” question to push their analysis and prediction skills. Use charts that students have to explain or interpret. “Which of the following best exemplifies the principle of synchronicity?”.“Which is an example of a norm-referenced interpretation?” or.Even better if you can include an open-ended opportunity for them to explain their reasoning.Īsk students to identify an example of a concept or principle.“Given the provided diagram of the collision, in which direction will the projectile head?”.“What would happen to the reaction if we added compound X?” or.“Based on the client’s needs above, which of the following is the preferred course of action?”ĭescribe a physical/chemical interaction and ask students to predict the outcome.“Based on the case study, which of the following is the most likely cause of the patient’s pain?” or.Provide a mini case study and ask students questions related to it. Multiple-choice questions You can write multiple-choice questions that require more conceptual knowledge, moving students from the recall of information to applications of it. Identify the error in a proof or computation.What would have happened if…? (could be historical situations, chemical reactions, public policy analyses, and more).Explain this situation through the lens of theory Z.Focusing on conceptual problems is seemingly more straightforward in open-ended questions, as it asks students to apply and synthesize multiple pieces of knowledge to answer a question. In the most basic sense, you need to avoid factual questions (“Who invented X?” or “What is the third step in Y’s theory?”) and ask questions that require students to apply that information to unique new situations, such as in the examples below. So, if you consider open-book exams, work toward higher-order thinking, as defined by Bloom’s Taxonomy. Still, they are an excellent option for many of us with learning outcomes that focus on higher-order thinking.Ĭlosed-book exams can ask factual questions that demand students recall discrete pieces of information, but looking up those bits is simple in an open-book format. That’s the reality many of our students will face in the future, so how can we structure our assessments to measure their ability to do that synthesis and application, rather than test on discrete pieces of information they will forget a month from now anyway? If your discipline does require significant amounts of factual recall, open-book exams may not be for you. (Who didn’t do that by the time you got to your dissertation or thesis?) But they also remember the broader concepts, remember enough points to go look up the specifics and synthesize or apply them in my given situation.
This approach is common in many disciplines, utilizing more conceptual or applied questions that students cannot quickly lookup in a textbook.įor many faculty, the shift came when they realized that they have to look up information, formulas, and details in their work. This format reduces exam stresses on students and allows instructors to worry less about policing the exam process. As we determine Remote Assessments, one important option to consider is using open-book exams.