Every article tagged exam design.
27 August 20262 min read
Generating exam questions is the single most useful thing AI does for a teacher, because writing questions is slow, repetitive, and easy to check. The saving…
Read article27 August 20262 min read
Two claims about AI in teaching are both wrong. One is that it will replace the explaining, marking and knowing-your-students that make up the job. The other…
Read article27 August 20262 min read
After an exam, most tutors calculate one number: the class average. It is the easiest to compute and the hardest to act on. An average of 62% is compatible…
Read article27 August 20262 min read
The reason to care about copying in a tutoring exam is not moral. It is that the exam was a measurement, and a copied paper corrupts the measurement: you plan…
Read article27 August 20262 min read
Marking drifts. It drifts within one pile, because the standard set by the first five scripts becomes the standard for the rest, and it drifts with fatigue, so…
Read article27 August 20262 min read
Mock exams are among the most expensive things a tutor does: a full session of teaching time, plus hours of marking. Whether that investment returns anything…
Read article27 August 20262 min read
The syllabus assumes a starting point. Your group is somewhere else. Every teacher knows this, and most find out where the group actually is around the fifth…
Read article27 August 20262 min read
Ask a teacher to make an exam harder and the paper usually gets longer: more questions, more parts, more writing. Students find it more punishing and the…
Read article27 August 20262 min read
Every experienced tutor has hundreds of good questions. Almost none of them can be found. They are in last year's papers, in a folder on a laptop, in a…
Read article27 August 20262 min read
A multiple-choice question is supposed to measure whether a student knows something. A surprising share of them measure whether a student is good at…
Read article27 August 20261 min read
There are two reasons to test a student. One is to record what they know at the end. The other is to find out what they do not know while there is still time…
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