Abstract

The Chemistry Teaching Team is doing scholarship of teaching research that involves assessing the quality and the value of exams in first year chemistry across four subjects and taking in account a range of predictors of success such as gender, pre-subject preparation, and served course. That is, we research the validity of exams, and learn about the exam questions themselves, and about student performance. But there is some controversy around exams: are exams a valid assessment tool? As academics we are always pushed to reduce the length and number of exams. There seems to be contrasting opinions on the effectiveness of exams to measure student learning.

This roundtable will be a structured conversation about exams. Do exams measure student learning? Do your exams measure student learning? What evidence do you have of the effectiveness of your exams to measure student learning? What are the advantages of using exams? Disadvantages? How could your exams be improved? What other ways are there to measure understanding of content knowledge? Are exams usable as a single point of assessments, or must they be part of a larger strategy? Is ranking student performance important? This roundtable will explore participants' thoughts and experiences related to such questions for their subjects.

We expect that contributions from a range of disciplines will provide a rich and meaningful set of views and practices to this question.
Original languageEnglish
Publication statusPublished - 2017
EventCSUEd 2017 - Charles Sturt University, Orange, Australia
Duration: 20 Jun 201722 Jun 2017
https://www.csu.edu.au/csued/about-csued2017 (Conference website)

Conference

ConferenceCSUEd 2017
Abbreviated titleQuality Learning and Teaching: Transforming our teaching both on campus and online
CountryAustralia
CityOrange
Period20/06/1722/06/17
Internet address

Fingerprint

student
learning
chemistry
team teaching
teaching research
performance
ranking
conversation
gender
evidence
Values
experience

Cite this

@conference{2b0914baaffc4044893abf7b3277cdbf,
title = "How to know our exams are testing what we think?",
abstract = "The Chemistry Teaching Team is doing scholarship of teaching research that involves assessing the quality and the value of exams in first year chemistry across four subjects and taking in account a range of predictors of success such as gender, pre-subject preparation, and served course. That is, we research the validity of exams, and learn about the exam questions themselves, and about student performance. But there is some controversy around exams: are exams a valid assessment tool? As academics we are always pushed to reduce the length and number of exams. There seems to be contrasting opinions on the effectiveness of exams to measure student learning.This roundtable will be a structured conversation about exams. Do exams measure student learning? Do your exams measure student learning? What evidence do you have of the effectiveness of your exams to measure student learning? What are the advantages of using exams? Disadvantages? How could your exams be improved? What other ways are there to measure understanding of content knowledge? Are exams usable as a single point of assessments, or must they be part of a larger strategy? Is ranking student performance important? This roundtable will explore participants' thoughts and experiences related to such questions for their subjects.We expect that contributions from a range of disciplines will provide a rich and meaningful set of views and practices to this question.",
author = "Yann Guisard and Julia Howitt and Paul Prenzler and Lachlan Schwarz and Gregory Doran and Celia Barril and Danielle Ryan and Igor Novak and Danny Bedgood",
year = "2017",
language = "English",
note = "CSUEd 2017, Quality Learning and Teaching: Transforming our teaching both on campus and online ; Conference date: 20-06-2017 Through 22-06-2017",
url = "https://www.csu.edu.au/csued/about-csued2017",

}

TY - CONF

T1 - How to know our exams are testing what we think?

AU - Guisard, Yann

AU - Howitt, Julia

AU - Prenzler, Paul

AU - Schwarz, Lachlan

AU - Doran, Gregory

AU - Barril, Celia

AU - Ryan, Danielle

AU - Novak, Igor

AU - Bedgood, Danny

PY - 2017

Y1 - 2017

N2 - The Chemistry Teaching Team is doing scholarship of teaching research that involves assessing the quality and the value of exams in first year chemistry across four subjects and taking in account a range of predictors of success such as gender, pre-subject preparation, and served course. That is, we research the validity of exams, and learn about the exam questions themselves, and about student performance. But there is some controversy around exams: are exams a valid assessment tool? As academics we are always pushed to reduce the length and number of exams. There seems to be contrasting opinions on the effectiveness of exams to measure student learning.This roundtable will be a structured conversation about exams. Do exams measure student learning? Do your exams measure student learning? What evidence do you have of the effectiveness of your exams to measure student learning? What are the advantages of using exams? Disadvantages? How could your exams be improved? What other ways are there to measure understanding of content knowledge? Are exams usable as a single point of assessments, or must they be part of a larger strategy? Is ranking student performance important? This roundtable will explore participants' thoughts and experiences related to such questions for their subjects.We expect that contributions from a range of disciplines will provide a rich and meaningful set of views and practices to this question.

AB - The Chemistry Teaching Team is doing scholarship of teaching research that involves assessing the quality and the value of exams in first year chemistry across four subjects and taking in account a range of predictors of success such as gender, pre-subject preparation, and served course. That is, we research the validity of exams, and learn about the exam questions themselves, and about student performance. But there is some controversy around exams: are exams a valid assessment tool? As academics we are always pushed to reduce the length and number of exams. There seems to be contrasting opinions on the effectiveness of exams to measure student learning.This roundtable will be a structured conversation about exams. Do exams measure student learning? Do your exams measure student learning? What evidence do you have of the effectiveness of your exams to measure student learning? What are the advantages of using exams? Disadvantages? How could your exams be improved? What other ways are there to measure understanding of content knowledge? Are exams usable as a single point of assessments, or must they be part of a larger strategy? Is ranking student performance important? This roundtable will explore participants' thoughts and experiences related to such questions for their subjects.We expect that contributions from a range of disciplines will provide a rich and meaningful set of views and practices to this question.

M3 - Abstract

ER -