The document discusses setting exams and providing good exam questions. It provides examples of distributing marks across different exam sections for intermediate and secondary levels. It then discusses typical mistakes in exam questions, such as repetition, lack of creativity, and confusing formats. The document provides advice on writing good questions for different exam topics, including dialogues, letters, comprehension, information, grammar, and vocabulary. It emphasizes the importance of covering a range of skills and aligning questions with content from the curriculum.
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Attribution Non-Commercial (BY-NC)
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The document discusses setting exams and providing good exam questions. It provides examples of distributing marks across different exam sections for intermediate and secondary levels. It then discusses typical mistakes in exam questions, such as repetition, lack of creativity, and confusing formats. The document provides advice on writing good questions for different exam topics, including dialogues, letters, comprehension, information, grammar, and vocabulary. It emphasizes the importance of covering a range of skills and aligning questions with content from the curriculum.
The document discusses setting exams and providing good exam questions. It provides examples of distributing marks across different exam sections for intermediate and secondary levels. It then discusses typical mistakes in exam questions, such as repetition, lack of creativity, and confusing formats. The document provides advice on writing good questions for different exam topics, including dialogues, letters, comprehension, information, grammar, and vocabulary. It emphasizes the importance of covering a range of skills and aligning questions with content from the curriculum.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPTX, PDF, TXT or read online from Scribd
The document discusses setting exams and providing good exam questions. It provides examples of distributing marks across different exam sections for intermediate and secondary levels. It then discusses typical mistakes in exam questions, such as repetition, lack of creativity, and confusing formats. The document provides advice on writing good questions for different exam topics, including dialogues, letters, comprehension, information, grammar, and vocabulary. It emphasizes the importance of covering a range of skills and aligning questions with content from the curriculum.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPTX, PDF, TXT or read online from Scribd
Download as pptx, pdf, or txt
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Setting Exams
Prepared and presented by Ahmed A. Al-Assmari Supervisor of English Language In the Office of Education in South of Riyadh
10/01/1435
Setting Exams Setting Exams Setting Exams
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First What do you think we are going to talk about ?
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Distribution of Marks
Stage Items 1st Composition (guided/free) Dialogue OR letter writing Comprehension questions based on a seen passage Information questions based on PB about everyday life Grammar
Intermediate 1st&2nd Terms 2nd 3rd 1st
Secondary 1st&2nd Terms 2nd 3rd
--4
--4
4 4 6
6 3 6
4 2 6
4 2 7
6 5 6 4 5
6 5 6 4 5
3 5 5 3 --
-6 6 3 --
-7 8 ---
-7 7 ---
Vocabulary Spelling (dictation) Handwriting Questions based on the Reader lessons Questions based on the Writing Book Total Marks 10/01/1435
--30
--30
--30
--30
3 -30
-3 30 4
Distribution of Marks for the New Progressive Curriculum
5 5 1 0 5 1 0 1 0 5 10/01/1435
Typical mistakes Typical mistakes 10/01/1435 6
Shortcomings in some questions
From your point of view, write down some shortcomings in the exam sheet.
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Poor
Alternative questions some are answered by game
One of the choices isn't an English Written- write-wrote-writed Because you aren't testing spelling
only two choices
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13
Repetition of some ideas.
Write about pollution
What are the kinds of pollution ?
Some answers are found in the same exam sheet,
Ahmed visited his friend in Abha . ( underline the verb)
Write the missing letter: fr_endship
Thus no creativeness, no innovation, minor effort is made
Cut and paste policy
Confusing questions, e.g. '_hat'.
Is the answer c , s , w
An unreasonable distribution of marks. Imagine 6 marks for 4 missing letters OR 2 for a 50-word dialogue.
Some exams include the marks. So, some pupils may try to get the pass mark and leave the rest of the questions.
If you want your exam to be comprehensive, you are advised to have a table that includes all the items taught to the students. That table can be made step by step for each unit until you finish the whole book. You can use it for the years to come.
The following is just an example:
UNIT GRAMMAR VOCABULARY GENERAL QUESTIONS TOPICS FOR READING & WRITING
