Replace questions that simply recall facts with questions that require higher level cognitive skills, for example analysis and explanation of why and how students reached an answer. Look for opportunities for reflective questions based on students’ own experiences.
It is important to redesign the assessment tasks to authentically assess the learning outcomes in a way that is appropriate for this new mode of assessment.
More quick focused problem solving and analysis—conducted with restricted access to limited allocated resources—will now need to incorporate a student’s ability to demonstrate a more thoughtful research-based approach and/or the ability to negotiate understanding more complex problems, in some cases in an open-book format.
Layers can be added to the problem/process and the inclusion of a reflective aspect can help achieve these goals, whether administered in an oral test or written examination format.
| Example question | Original format | Alternative format, focusing on explanation | ||||||||
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Example 1: Knowledge recall multiple choice or single correct answer
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Example 2: Analytic style multiple choice question or short answer
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Acknowledgement: Deakin University and original multiple choice questions: Jennifer Lindley, Monash University.
See also
Design multi-choice questions
Write MCQs that assess reasoning, rather than recall.
Short answer/essay questions
Design written answer questions that test higher cognitive skills.