Should We Be Banking on It? Exploring Potential Issues in the Use of 'Item' Banking with Structured Examination Questions
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| Title: | Should We Be Banking on It? Exploring Potential Issues in the Use of 'Item' Banking with Structured Examination Questions |
|---|---|
| Language: | English |
| Authors: | Crisp, Victoria, Shaw, Stuart, Bramley, Tom |
| Source: | Assessment in Education: Principles, Policy & Practice. 2020 27(6):655-669. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Item Banks, Test Construction, Test Format, Foreign Countries, Physics, Teacher Made Tests, Course Descriptions |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/0969594X.2020.1827220 |
| ISSN: | 0969-594X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1280617 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0969-594X |
| DOI: | 10.1080/0969594X.2020.1827220 |
