- Don't use force completion.
- Don't use exam bank questions because students can Google the answers.
- Use question pools where each question has a slight variation.
- Randomize the order of the questions and randomize the order of the answers (get rid of answers identified by a,b,c, or d) When using this strategy, change "all of the above" to all the answers are correct.
- Don't do more than four answers per question. It's mean and doesn't help the comprehension of the material. Students need to trust you so that the focus is on learning, not gaming.
- Having students put a narrative in order (as a customized context) is a good question.
- Have all students take the test at the same time and add a time limit so that only the students who have organized their notes have a chance to do well on the exam.
- Matching questions are also convenient (be sure to set the worth of the question after you have added or set the total amount it counts for). Matching takes time so you should provide more time for students to consider these questions.
- Add some fill in the blanks to differentiate those who did the reading and those who did not.
- At the beginning of the test let students know how much time they have, how many questions there are of each type of question).
- Show the questions one at a time and do not allow students to redo the questions once they are submitted.
- Knowing how long a test takes requires practice. Remember that students need time to read (they don't have the same level and speed of literacy as we do - I know this is obvious but don't overestimate what they can do). We've seen the material several times. A simple multiple choice question should take about 1 minute.
- Vary the levels of difficulty for questions to help differentiate the students who did the most preparation for the test. Share that this will be the case on the exam.
- For smaller classes, you can add a substantial essay question. This question should require students to integrate the course readings and should be the type of question that requires an original type of answer for every student. When you grade the test, use the Blackboard feature that allows you to grade just that question.
- Make sure that the grade, questions and feedback for the test is not visible until you have reviewed the entire test and graded all of the tests. Create a rubric so that you can provide a quick grading scheme. Feedback can be done collectively to save time. For example, you can share common strategies, common mistakes, and things students did well.
- Use a random online name generator for any word questions that require fictitious people. Make sure that you are not racializing anyone when developing the questions by the names you choose. in short be inclusive, be fair.
- Review the exam a few times to make sure all of the questions are properly weighted, that you have the correct answers checked off after you've put them into Blackboard, that the "all of the above questions" are not randomized.
What if?
If there are questions that no one gets on the exam, consider removing it from the test before submitting their grade.
Students taking the test in groups: Students may take screenshots and send the questions out to other people or take the exam together. This is a risky student strategy because they will each be getting different questions in random order with randomly ordered answers (no a,b,c, or d). Most students don't bother making notes for the exam or don't know how to do this. Let them know that Google won't really help them (unless you have used test bank questions) and that having quick easy to refer to notes will be more productive. Having well-organized notes will help them learn the material. You should Google all of your questions to see what comes up then make changes accordingly.
Students who need additional time: You can make customized timing for any students who require more time to complete the exam.
Internet unstable: Suggest to students that they plan a location with reliable Internet for the exam well ahead of time.
If the exam goes poorly, and the class average is too low, learn from the experience by offering students a bump in their grade if they share their challenges. Here are the questions you can ask:
- How did you prepare for the exam?
- What questions were the most difficult?
- If you had to do the exam again, what would you do differently to prepare for it?
- What assessment strategies could I use so that you can better demonstrate your command of the course content? If they have completed the questions and given you good feedback, give them the full bump.
Overall these strategies only work if you are able to give students the benefit of the doubt when things go wrong and if they trust you as an instructor to test the materials that you have taught them.