On 4/19/08, JPC wrote:
> I am writing a final exam for an Introductory Anthropology
> course I have taught for the first time. All of the quizzes
> so far were multiple choice, and I curved them pretty
> heavily. The final is going to be short answer and essay,
> and the period they have to take it in is 2 hours. How many
> questions can I reasonably put on it? I'm going to give
> them a review sheet (after I've drafted it) that will tell
> them what to "focus" on--but it will basically (unbeknownst
> to them) be telling them what it is on. How many questions,
> short answer and essay, are appropriate? Thanks!
Keep in mind that you have to grade what you asked for. I
would suggest you seriously consider not making the exam any
longer than you need to cover the material. It can be a random
sample of the questions, not a 100% inspection and still get
the job done.
That being said, I think part of the answer is in the culture
of your school. For all four of my degree programs I retrieved
every every final exam. I still have them for all my graduate
work. But at the school I teach at, students never go back to
retrieve or review their final exams. So in educational terms
it is not a learning experience since they never find out what
they really know or don't know. My first year of teaching I
spent days grading carefully crafted final exams only to be
disappointed that the students didn't want to learn from them.
I changed my strategy and (in all but one hybrid class) I give
fresh-made, problem solving or short answer mid-term exams and
quizzes all during the term. These are intended to be learning
experiences. I even post copies of old exams so they are
commonly available. But I give reusable, validated multiple
choice final exams or reuse old exams. The two advantages of
this are: (1) Faster grading, and (2) they give me a valid
instrument to compare results over time.
Also, how many questions you give depends on how long the
answers are you would be expecting.