Student-generated exam questions
Why?
Developing potential exam questions encourages students to engage with the course materials more closely.
Incorporating this kind of activity throughout the term helps students to prepare for exams while discouraging cramming.
Examples
Tell students at the beginning of the class that they will be given 5-10 minutes at the end of class to write test questions based on material discussed that day.[1]
Assign sections of course material to different (groups of) students and have them generate section-specific questions.[2]
Give students sample short answers and have them write the corresponding questions.[3]
Suggestions for implementation
Make question submission an assignment (students submit questions for points).[4]
Give students an outline or rubric describing how to write good questions (e.g., content to be addressed, grading criteria, type of question, and illustrations of good questions).[5][6]
Devote class time to developing questions.[7]
Have +/- 5% of the exam come from student-generated questions.[5][8][9]
Distribute compiled questions as a collaborative document (e.g., with a shared Word document in OneDrive); students edit the document to add and adjust answers.[8]
References
[1]Weimer, M. (2013b). Exams: Maximizing their learning potential. Faculty Focus.
[2]Weimer, M. (2008). Teaching strategies: Frequent exams = better results for students. Faculty Focus.
[3]Guardian Teacher Network. (2014). How to teach … coping with exam stress.
[4]Templeton, E.E. (2014). Crowd-sourcing examinations. The Chronicle of Higher Education.
[5] 1 2 Kolluru, S. (2012). An active-learning assignment requiring pharmacy students to write medical chemistry examination questions. American Journal of Pharmaceutical education, 76(6), 1-7.
[6]Weimer, M. (2015c). Using cumulative exams to help students revisit, review, and retain course content. The Teaching Professor.
[7]Weimer, M. (2015b). Helping students who are performing poorly. Faculty Focus.
[8] 1 2 Templeton, E. E. (2014). Crowd-sourcing examinations. The Chronicle of Higher Education.
[9]Weimer, M. (2012b). Making exams more about learning. Faculty Focus.
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