Using a Data-Driven Approach to Write Better Exams
Like many faculty members, I started teaching as a subject matter expert without a formal background in education. My examination questions were either based on questions I recall from my personal experience as an undergraduate or questions provided to me by more senior faculty. Since a poorly written exam could mean the difference between a student passing or failing my class, I wanted to learn more about exam design. What makes a good exam question? A good exam?