Abstract:

Exams are a way of testing the knowledge and skill of students. Scoring high marks is not the only goal. But unfortunately present situation is such that scoring high marks has become a must. These days there are competition amongst students for even a half a mark.

It is well-known fact that nowadays our society is based on testing everyone and everything to identify intelligence, abilities, skills…

Professor should be completely objective. Some authors think that the true aim of the test and the exam system often fails due to its incompetence and fraud. In my opinion exams are not the best way to test student’s intelligence. The main aim of exam is to test one’s reasoning skills under pressure. I think too much pressure is put on students with exams. Exams do not prepare you for the real world, they only test how good your memory and ability under pressure are. It is a very common thing that students are trained for exams instead of receiving an appropriate education. You cannot use exams to test intelligence.

Nowadays, test exam are the most popular type of exam. Examiners can choose between 3 -4 or 5 possible answers. In a psychological point of view, after three consecutive answers with the same letter, many students may well start to feel confused and worried. Eventually, many candidates will start changing their answers simple because they don't believe that examiners would have half a dozen of more questions with the same letter one after the other. They can and sometimes do; this is a real test of your comprehension and reduces the possibility of scoring by guessing.

With multiple choice comprehension questions based on a text, a simple trick is to take obvious and prominent words from the text and put them in an incorrect option. Seeing a word or phrase from the text is not enough; these questions are designed to test comprehension not recognition of a word from the passage.

It will be interesting evaluate what is the trustworthiness which evaluaters answer the questions.

References:
[1] Brown G., et al. (1997): Assessing student learning in Higher Education. Routledge. London.
[2] De la Cruz, M.A. (1994): Evaluación del conocimiento y su adquisición en Fernandez, R., Introducción a las técnicas de evaluación psicológica. Piramide ed. Madrid.