Create a small examination of your choice (term-paper prompt, multiple choice, etc.) and accompany it with 2-3 paragraphs explaining how you would prepare your students to answer the questions, on what level of thought the test engages them, and what their best answer would look like.

Note: You can do this assignment on a completely new exam or you can revise a previous exam. If you revise an old exam, please remember that you will learn more by challenging yourself to reflect and substantially improve that lesson.

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Uncommented Assignments (Please respond to these assignments first)

Maciel Hernández

Sample prompt for presentation assignment, upper division child development and policy class

Daniel Tapia-Jimenez:
I like how the question is worded in a way that makes the assignment clear to students and that you've prompted them with one of their readings. I think this is a good way to ensure that students understand exactly what it is you intend to assess. My only recommendation would be to reconsider the ordering of the questions and how you present them. For example, you ask about the focus of the project before instructing them to describe and present the problem and their plan more generally. It might be better to ask them to begin broad with a general description and then more specific questions. In addition, you could pose more concrete questions when you are posing the "who, what, where, when" questions. So something like: "who might be employing the plan, what would the plan seek to address, where would the plan take place, when would it take place?" I don't think the prompt as is would cause problems, but it doesn't hurt to be more direct.

Summer Session 2 Assignments

Susan Bush
Questions for a molecular genetics course.

Heather Clifton
These did all seem to be questions directed toward the top of the Bloom taxonomy pyramid. I think it would be a good idea to include some questions that address just basic knowledge and comprehension, even for an upper division or honors class, especially at the beginning of the exam to help students get some of their exam jitters out and warm them up for the harder application and synthesis questions.

Elena Manea
Questions for a class of physicians in training for Infectious Disease Clinical Skills

Dianne Thompson
This is an interesting topic. Although I don't understand many of the questions and answers to this exam, the content is intriguing. I was somewhat unclear as to what some of these questions require from the respondent. For example, does the examiner require the correct answer for question 1 be circled or should the response be bubbled in on a scantron? If the correct answer should be circled, then question 3 seems to require a list (yet has lines the may bid for the respondent to write out a few sentences). The formatting inconsistencies may be a problem for some test takers. Question 5 then seems to require another list yet the direction directs the respondent to elaborate. I would have liked more specific instruction on how the examiner wants the response to be documented. The degree of difficulty for each question seemed to be well thought out as well as the taxonomy of learning.

Heather Clifton
I liked how you structured your write-up so that a non-expert could know the difficulty level expected for the problems and the level on Bloom's taxonomy that you were targeting. I was confused by questions 5, because it was listed as easy-moderate-difficult because it was apparently a muli-stage question, but I don't think that was clear in how the question was posed. Consider re-wording the question so it is clear what you are asking for, or consider breaking it up into smaller sub-questions that guide the student/physician through what you are looking for. This may also make it easier to grade and will be more clear to the student/physician what you were grading them on when the exam is handed back.

Christine Tao
Quiz: The Wall Street Journal. Guide to Information Graphics

Carolyn McCormick
Overall, I thought this was a great quiz. The questions are clear, easy to understand and answer. You have specific criteria to grade the answers along with references to the specific section of the text. I also like the the combination of questions where students would have to provide information as well as interpret material. I would make a minor design change by aligning the text flush to the left instead of more towards the center. Also on question 4 if including the common error of pie charts is necessary for receiving full credit, I would prompt for that.



Gabby Domingo
I appreciated the highlighted negative words in the multiple choice. I understand its easier to write a spot the wrong item test because it means you only need to write one thing that is wrong, as opposed to seeking the “right answer” means writing three things that are wrong; so any help with making the students know that they are looking for the wrong item is helpful.
Overall, these are excellently worded questions with varied levels of difficulty, based on the Blooms taxonomy.
I also liked that you included the best student’s essays. In the class you mentioned that you'd talk about the best essay in front of your class. I'll definitely do that in my own classes!
There’s a lot of material, long readings and long (1 hour) videos. Perhaps you might consider giving the students a guide for those readings? Especially for the long texts you said contained lots of factual information?

Summer Session 1 Assignments

Angus Chandler

Three sample questions for an upper division evolutionary biology class

Christopher Buckels
This quiz/test for EVE100 is well-thought out. The questions seem to be challenging, but they do show a range of difficulty (it seems to me that each one is a bit more difficult than the last, given, at least, that students prepared adequately). The last one seems particularly difficult, but that may just be because I do not know how similar sexual cannibalism is to sexual selection in other contexts. I don't really have any criticism of the questions, but you should check the spelling in the last question ("cannibalism" and "density").

Kellan Candee
I agree with Christopher in that these questions seem well thought out. I don't know anything about the class, but they seem like comprehensive questions that would challenge students to recall information they have learned throughout the entire quarter, which is great for a final. I like that they make the students think, rather than simply recalling facts that were memorized. Questions like these are good to separate the A's from the B's from the C's and so on. I would assume that since this is only a portion of the final, there are also some easier, more simple questions as well. Combining the questions seen here with a few less challenging ones would make for a well balanced exam, in my opinion.

Kellan Candee

Sample Chem 8A quiz

David Dennen
The questions seem reasonable, although I know almost nothing about chemistry. I had a couple minor comments about the layout. For questions 1 and 2, you might try putting each "section" of the question (a, b, c, etc.) on a separate line, or at least put a substantial space between each. And for the sake of consistency and clarity you should have the abc's in lowercase for question 2. I feel like there is some room for ambiguity in 5a; you may want to even number each pregiven space, so they know to write there in that order.