Written exam
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description (shortened version)
The written exam is a type of examination that usually tests subject knowledge at the end of the semester.
What is it good for?
Examinations at the end of the semester are a way of checking whether previously defined learning objectives have been achieved. The exam questions can range from simple knowledge questions or definitions to reflections or applications. The learning objectives therefore define the type and possible number of questions. The university's general examination regulations define written examinations as follows:
"The written examination is a written examination. Through it, the examinee should demonstrate that he or she can solve tasks and work on problems under supervision in a limited time using common methods of the respective subject area."
Variations of the classic written exam are open book exams, where students are allowed to bring learning materials with them. In this case, the focus is less on testing knowledge and more on application and reflection. Accordingly, higher learning objective taxonomy levels can be tested in the exam.
Procedure
Dubs (n.d.) distinguishes between four requirements for all examinations:
- Validity (in terms of examination content, construct and criterion),
- Reliability (objectivity of implementation and evaluation),
- equality of opportunity (setting up the test content in compliance with the same requirements) and
- economy (cost of constructing, conducting and evaluating an examination).
Since even the best examination cannot avoid conflicts between these basic requirements (e.g. careless task setting vs. careful correction using a model solution, removable reliability in the case of demanding learning objectives and tasks, demanding examination tasks are not very economical, etc.), it is clear that the criteria of validity and reliability are central to examination design (ibid.).
Group size
Any
Time required
The duration is 60 to 240 minutes. The time required for correction depends on the type of examination questions. Reflection questions (to test higher taxonomy levels) generally take longer to correct than true/false answers. In the case of multiple-choice questions, the special requirements of the general examination questions (e.g. dual control principle during preparation and special evaluation requirements) must be taken into account.
Room equipment
No special requirements.
Material
Examination sheets. Resources will be announced by the examiner in advance. In so-called open-book examinations, the focus is not on memorized knowledge, but on solving tasks or problems or reflection. Students are allowed to bring learning materials (e.g. books, self-prepared notes) with them.
b) How does & the written examination format promote the following dimensions of diversity?
Prior professional experience & Prior knowledge
In written examinations, it is difficult to specifically take differentiated knowledge or prior experience into account, as a generally expected level of learning is tested.
However, the written examination format must be considered in a differentiated way, as different types of examinations can differ (multiple choice, knowledge tasks, descriptive, analytical tasks, etc.). The more the students analyze or apply themselves, the more they can actively formulate and contribute their previous experience.
Core competence independent work & Learning
Whether the exam requires independent work depends on the course. If the exam tests the learning outcomes as part of the learning team coaching format, the preparation is much more independent than if it is based on a strongly teacher-centered lectures. In contrast to the project report, for example, the written exam usually requires less independent learning.
Study motivation
Examination learning is underpinned by an extrinsic stimulus of assessment. It is important for educators to make learning objectives transparent. Assistance can be provided through comprehensibly formulated tasks, but also through intensive exam preparation with learning scripts.
Academic & Social integration
Academic and social integration is only promoted to a limited extent, unless consultation hours or exchanges via e-learning platforms, chats or study groups etc. are offered before the exam. Feedback on the results supports the further learning process.
Time & Location restrictions
The time and location restrictions for written examinations are given by the regulations of a specific date and location.
Literature
Dany, S.; Szczyrba, B.; Wildt, J. (eds.) (2008): Exams on the agenda! University didactic perspectives on reforms in the examination system. Bielefeld.
Dubs, R. (n.d.): Better written examinations. Conducting valid and reliable examinations. In: New Handbook of University Didactics (H. 5.1).
Friedrich, H.; Mandl, H. (1992): Learning and thinking strategies - an outline of the problem. In: H. Friedrich and H. Mandl (eds.): Learning and thinking strategies. Analysis and intervention. Göttingen: Hogrefe, pp. 3-54.
Friedrich, H. F. (1995): Analysis and promotion of cognitive learning strategies. In: Empirical Pedagogy (9 (2)), pp. 115-153.
Ludwigshafen University of Business and Society (2014): General Examination Regulations of the Ludwigshafen University of Business and Society. Ludwigshafen on the Rhine.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Klausur. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere
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