Should We Be Banking on It? Exploring Potential Issues in the Use of 'Item' Banking with Structured Examination Questions

Autor/inn/en	Crisp, Victoria; Shaw, Stuart; Bramley, Tom
Titel	Should We Be Banking on It? Exploring Potential Issues in the Use of 'Item' Banking with Structured Examination Questions
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 6, S.655-669 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2020.1827220
Schlagwörter	Item Banks; Test Construction; Test Format; Foreign Countries; Physics; Teacher Made Tests; Course Descriptions; United Kingdom (England) + Suchen Sie Ihr Suchwort? Testaufbau; Testentwicklung; Ausland; Physik; Kursstrukturplan
Abstract	Item banking involves tests being constructed by selecting from a bank of pre-written questions. There are various examples of multiple-choice tests where item banking is used, but few examples involving other question types. This research explored the use of banking with structured questions. Three question writers were asked to construct examination papers using a bank of structured physics questions and were interviewed. Factors considered when constructing examinations included the topic and skills to be assessed, the intended difficulty level of questions, and task type (e.g., definition, explanation, calculation, graph use). Participants' strategies varied with one spending time viewing a range of questions, the second using information about the questions to narrow down which to view, and the third relying mostly on information about the questions. Several issues arose such as challenges around achieving the necessary total mark and potential wastage of questions if the topics in a syllabus change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01