What you can do with exams
Exams are often seen as a summative final assignment to test the extent to which students have achieved the learning objectives. However, they can also be used for activating work forms. This way you can let students take an exam with consultation. They then take a (partial) exam together and are challenged to discuss the questions and possible answers. The students argue with each other, but each ultimately chooses an answer individually. Afterwards, attention is given to the results for a short time. Another form is allowing students to create exam questions. Students then individually submit an exam question with answer model. These questions, or a selection from them, are used for the exam. You can also choose to have students post their questions on a forum, after which discussions can arise. Exams can also be used formally to chart progress. For example, students can quickly see how they are doing with old test exams. A multiple-choice exam can then be digitized, giving students immediate feedback. If you work with open questions, then opt for a peer feedback model in which students check each other’s answers.
Didactic added value
Allowing exam questions to be created activates students to look for the correct answers and provides a database of possible exam questions for teachers. When students have to consult, discussions arise in which knowledge is jointly constructed. Formative assessment provides insight into the progress for students and teachers.
These methods take relatively little preparation time. Often there are old exams that can be digitized. Resources for this are available within the project.
View the tool guide for more information about the tool.