Ic 38 Exam Questions And Answers Pdf Download
Annegret Mclean
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First, a short description of what I'm after. I would like to design a database flexible enough to store different question types (for example, short response or multiple choice questions), and be able to select any number of those questions to be stored as an exam.
I think storing five columns for each response in the questions table is not a good design. If the number of choices for the question becomes 6 you will have to add one more column. Also, if there are just two choices, the remaining columns will stay empty. So it better be in two separate tables:
There have many stories published since ChatGPT came out last November about the potential of college students using the AI to write essays, answer exam questions, and otherwise skirt the educational honor system.
After a decade of teaching introductory biology at the college level, I find it more difficult with each passing semester to come up with new ideas for quiz questions each week. So after playing with ChatGPT with my kids and asking it to write stories and songs about hamsters, Fortnite, and John Cena, I decided to ask it if it can write some biology questions for me. The following is what I found out (TLDR: yes, ChatGPT can write some pretty darn good biology questions).
OK check, ChatGPT is knowledgeable of Bloom's. Notice that it used specific tenses of the six Bloom's levels (remembering, understanding, applying, analyzing, evaluating, and creating) so I used those specific verbs when asking it to write questions for me. Next I picked a topic that I would hope it was familiar with (Darwin's theory of natural selection) and asked it write me a Bloom's remembering level multiple choice question.
Alright, that is a decent understanding question. But now let's really challenge ChatGPT. Applying and analyzing questions usually require students to transfer their knowledge to new situations or scenarios. Let's see how it did.
I almost fell out of my chair when I read these. Not only did ChatGPT up the game and write true application and analysis questions, but it gave novel scenarios for students to assess without being prompted to do so!
Now to the highest two levels, evaluating and creating. Putting aside the argument for a moment that some make that it isn't possible to write these levels of multiple choice questions, let's see how ChatGPT fared.
Well my oh my. ChatGPT definitely worked at higher levels and asked questions that assess students' abilities to evaluate different explanations and to come up with new experimental designs to test a hypothesis. I'm not a fan of "all of the above" options, but I won't nit pick too much now.
So while ChatGPT can write some pretty good multiple choice questions of all six Bloom's levels, it cannot write questions that incorporate figures or drawings, data tables, or graphs from scientific publications, all of which I use to further assess my students' scientific analysis abilities. It also has a hard time writing complex, open-ended, numerical-based problems, of which I use in my chemical engineering courses (but it seems to do a pretty good job at writing straightforward numerical problems, think plug and chug). But text-only multiple choice questions are very commonly used on quizzes and exams in STEM courses (including by me), so now the question has to be asked - should we as instructors use ChatGPT to help us write assessments?
I don't know if I have a strong feeling about this yet, but it sure is tempting to think about. Is using ChatGPT to write questions any different than borrowing old questions from a colleague, using the test bank of questions that comes with your textbook, or googling for questions that are posted online? In all of these cases, you obtain a question that is ready to use, and you may use it verbatim, but you may just as likely edit it to fit your style. So perhaps that is the way to go with ChatGPT - ask it to write you a question and use its response as a foundation to which you edit and make the question more of your own. Or maybe we don't give in to the AI and keep our questions 100% human-generated.
What do you think? Is using ChatGPT to write exam questions fair, ethical, or justifiable? Should you tell your students if you do choose to use ChatGPT to write questions? Please comment below or email me and share your thoughts, would love to hear what you think!
Recently a student came to me with an elegant little problem that he had been given on an exam. The problem was very short, and easy for him to remember, but he and others had found it difficult to solve. It required synthesizing the material he had studied in a way that required some creativity. (At least, at the high school level.)
Here's the concern: Does the teacher or whoever else who created the problem own the problem? Am I unethically making the problem useless for other exams or homework by publishing it? What if I alter it so that the process is the same, but the numeric solution is different? Do I need the permission of the problem's author to use it at all?
Copying the problem from the exam verbatim is at the very least questionable. I'm not sure whether they are legal copyright issues but you shouldn't do it anyway. Using the key idea of the problem, rephrased in your own words and with different numbers is fine. It is also highly unlikely that the teacher came up with this completely new problem. More likely the teacher also just found it somewhere and adapted it for their exam.
Multiple choice questions are composed of one question (stem) with multiple possible answers (choices), including the correct answer and several incorrect answers (distractors). Typically, students select the correct answer by circling the associated number or letter, or filling in the associated circle on the machine-readable response sheet.
A) Elements of the exam layout that distract attention from the questions
B) Incorrect but plausible choices used in multiple choice questions
C) Unnecessary clauses included in the stem of multiple choice questions
Answer: B
Suggestion: After each lecture during the term, jot down two or three multiple choice questions based on the material for that lecture. Regularly taking a few minutes to compose questions, while the material is fresh in your mind, will allow you to develop a question bank that you can use to construct tests and exams quickly and easily.
True/false questions are only composed of a statement. Students respond to the questions by indicating whether the statement is true or false. For example: True/false questions have only two possible answers (Answer: True).
Students respond to matching questions by pairing each of a set of stems (e.g., definitions) with one of the choices provided on the exam. These questions are often used to assess recognition and recall and so are most often used in courses where acquisition of detailed knowledge is an important goal. They are generally quick and easy to create and mark, but students require more time to respond to these questions than a similar number of multiple choice or true/false items.
Short answer questions are typically composed of a brief prompt that demands a written answer that varies in length from one or two words to a few sentences. They are most often used to test basic knowledge of key facts and terms. An example this kind of short answer question follows:
Short answer questions have many advantages. Many instructors report that they are relatively easy to construct and can be constructed faster than multiple choice questions. Unlike matching, true/false, and multiple choice questions, short answer questions make it difficult for students to
guess the answer. Short answer questions provide students with more flexibility to explain their understanding and demonstrate creativity than they would have with multiple choice questions; this also means that scoring is relatively laborious and can be quite subjective. Short answer
questions provide more structure than essay questions and thus are often easy and faster to mark and often test a broader range of the course content than full essay questions.
Essay questions provide a complex prompt that requires written responses, which can vary in length from a couple of paragraphs to many pages. Like short answer questions, they provide students with an opportunity to explain their understanding and demonstrate creativity, but make it hard for students to arrive at an acceptable answer by bluffing. They can be constructed reasonably quickly and easily but marking these questions can be time-consuming and grader agreement can be difficult.
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