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

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Bibliographic Details
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
FullText Text:
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  Data: Should We Be Banking on It? Exploring Potential Issues in the Use of 'Item' Banking with Structured Examination Questions
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Item+Banks%22">Item Banks</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Made+Tests%22">Teacher Made Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink>
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  Data: 0969-594X
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  Label: Abstract
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  Data: 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.
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  Data: 2021
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      – TitleFull: Should We Be Banking on It? Exploring Potential Issues in the Use of 'Item' Banking with Structured Examination Questions
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