Written exam
A written exam ( pedagogy ) refers to a written examination that is usually written under supervision at the same time as other participants over a specified period of time. As a rule, it serves as a performance control for qualitative performance evaluation and leads to differentiating results via the grading. At school, it replaces class work in upper secondary level and is usually designed to last several hours. With the exception of centrally set high school exams or comparative exams, it is set by the respective subject teacher, corrected promptly with the help of a transparent evaluation scheme, graded and handed over to the examinees.
The students at universities , technical colleges and vocational academies have to cope with exams that are to be prepared by teachers as assignments.
The preparation of an exam is a complex task that can be practiced systematically in order to reduce negative influencing factors such as exam anxiety and to train target-oriented preparation and appropriate time management.
Types of exams and resources
The exam tasks are subject to a qualified performance evaluation and lead to a differentiation of the performance of pupils and students via the grading. A successful exam performance requires efficient learning and practical solving on the part of the candidate .
Typology of the exam questions
In principle, the following different types of exams can be taken, of which the task exams have prevailed today in universities:
- The task exam, in which the action-oriented individual tasks are not only aimed at testing pure specialist knowledge, but certain facts must be processed in an application and problem-oriented manner. The main purpose of such tasks is to check and assess the problem-solving behavior of the learners in addition to the knowledge and skills.
- The thematic retreat , the tasks of which are formulated in a comprehensive and problem-oriented manner and make high demands on the ability to analyze complex relationships and to present them in a systematic form. The scope and content as well as the extent of an independent study performance are essentially determined by the student's phase of study. For themed exams, it is advisable to put an outline in front of the explanations.
- The check-cross exam in which the examinee has to choose between several given answers. There are different types of selection, depending on how many answer options are applicable and how incorrect and partially correct completion is rated. The quality of the multiple choice questions can vary widely and ranges from very difficult questions to success in guessing. From a performance appraisal perspective, they guarantee a high degree of objectivity.
When working on these exam tasks, pupils and students must observe rules so that the exam can be mastered successfully.
Tools
Before an exam, the person responsible for the task must clarify and document with the task which aids are permitted for processing the exam. The type of approved aids depends on the respective subject. Aids can be permitted or excluded for exams. A distinction must therefore be made between:
- In many cases there are no tools ; That is, apart from the pen and possibly the drawing utensils, nothing is permitted, as is customary in foreign languages, in medicine or in economics. However, students in exams (depending on the type of task) usually have monolingual or bilingual dictionaries available. A spelling dictionary should also be accessible in all subjects in the Abitur examination.
- Subject-related aids are permitted in natural science subjects or in the area of law , e.g. B. non-programmable calculators, formulas , legal texts and monolingual dictionaries. However, the texts must not contain any personal comments.
- In some math subjects, limited aids are permitted, e.g. B. Your own handwritten notes of any size, printed notes to a very limited extent or a specific textbook, which, however, must not contain any personal entries.
- Open-book or suitcase exams are particularly widespread in technical or mathematical subjects . Here are all the resources allowed, d. In other words, all written aids such as specialist books, reference works or your own notes are allowed, possibly including graphical and programmable pocket calculators. In such exams, of course, the (reference) factual knowledge is not checked, but rather solutions are to be found and creativity is required.
In some cases, exams are only written on special exam paper in order to rule out the possibility of prefabricated answers being submitted. The supervisory authority endeavors to prevent fraud in any form so that the same conditions apply to everyone and thus comparability is guaranteed.
To prepare for exams, there is the possibility of taking mock exams , in which the pupils or students write a graded exam under exam conditions, which, however, is not included in an overall evaluation, but is only intended to show the candidate his level of performance.
Task types and solution methods
When working on demanding exams, the pupils and students not only have to reflect pure specialist knowledge, but above all it is required that certain facts are processed in an application and problem-oriented manner. It therefore makes sense for both pupils and students to deal intensively with the following processing methods for solving exam tasks, because this knowledge can contribute to better coping with the exam. The processing method to be used in each case depends on the type of task to be solved. The following relationships must be observed here:
Knowledge tasks and description procedures
Solving knowledge tasks requires the participants to have previously acquired knowledge. However, the examiner should not set the tasks in such a way that what the participant has learned by heart can only be written down in the prepared form, without the problem-solving behavior of the examinees being required.
Example : Explain the main economic goals of a company!
Unfortunately, such tasks are still widespread. Then the method of description can be used, i. This means that the individual options must be documented and described in detail. However, the person setting the task should endeavor to integrate such tasks into action-oriented knowledge tasks, e.g. B. practical cases, because this requires more analytical thinking on the part of the examinees. The literature provides appealing examples here.
Calculation tasks and calculation methods
As part of solving arithmetic problems , the learner proves applied mathematical knowledge. The rules for this were dealt with beforehand by the assignee in the classroom or in the lecture.
In order to be able to solve an investment calculation, for example, the learners must prove knowledge of financial mathematics, e.g. B. the capital value method or the annuity method . They also need to be aware of the differences between static and dynamic investment calculation methods.
Decision-making tasks and decision-making procedures
A decision-making task requires the examinee to be able to make a well-founded decision after carefully weighing the advantages and limits of a particular phenomenon. Here it is necessary to weigh up whether the pupil or student decides for this or that alternative.
Example : For an industrial worker, decide whether you would pay him piecework wages or time wages if the risk of accidents during this work is relatively low!
As part of the decision-making process , the various terms must first be clarified, then the advantages and disadvantages of the various forms of wages must be explained before a decision in favor of piecework wages is made, because the focus is on the speed of the work and in this case there is less risk of accidents .
Structuring tasks and decomposition procedures
A structuring task is usually relatively comprehensive and at first glance seems confusing for the learner. The decomposition method can be used to solve such tasks .
Example : Create a well-founded analysis that shows which risk factors, probabilities of occurrence and consequences for the person concerned arise! Describe suitable countermeasures!
In the breakdown procedure, the terms used in the task are first clarified before the individual answers are dealt with systematically.
Comparison tasks and criteria procedure
As part of a comparison task, different task contents must be compared and interpreted. A comparison task should be solved using various criteria.
Example : Compare the public company and the limited liability company !
The content of the applicable laws, the amount of subscribed capital, the capital shares, the obligation to make additional contributions , the types of organs and the reserves could be named as comparison criteria. A comparison table can be added for clarification.
Interpretation tasks and interpretation procedures
When an interpretation task has to be solved, the learner is prompted to interpret, interpret or assess certain phenomena, which have to be defined. The processor is then asked to express his or her own opinion on the subject.
Example : An assertion is made that is not easily acceptable: The production manager of a company with 10,000 employees suggests that his department should work on the tasks that arise in the HR department in the future. What do you think about this suggestion? Give reasons for your opinion!
The interpretation procedure assumes that the learner interprets the required facts correctly in order to arrive at an independent and well-founded opinion at the end.
Design tasks and innovation processes
When solving a design task , the learner is asked to contribute to the derivation of a certain result in a creative form.
Example : The independent creation of a job advertisement or an organization chart under certain, comprehensive ancillary conditions.
The application of the innovation process can be helpful here, in which the learner is required to read the task carefully, to recognize the meaning of the task and to find an independent solution.
Gap test and supplementary procedure
A gap test is a type of task in which the learners should meaningfully fill in empty spaces in a coherent text based on their specialist knowledge (see fill in the gap test ). For the person making the assessment, the evaluation of the results is relatively simple, but it is disadvantageous that there is a certain degree of schematization. In the classroom or in the lecture, the contents of the corresponding phenomena are to be treated in such a way that the learners can find the gaps.
The variants of the insertion or assignment text are related to the MC test, as there is a predetermined number of solution terms that must be assigned to the corresponding gaps, whereby the number of fillers can also fall below or exceed the gaps.
Multiple choice questions and tick-boxes
In the case of multiple-choice questions , you have to tick the appropriate or the most appropriate answer from a selection of four to five scenarios.
Example : tasks in a driving test
Broad subject areas can be checked relatively quickly and the determination of the results is relatively easy. However, the learner does not have the opportunity to document his solution and thought process that led him to answer the task.
Cross-topic tasks and matrix procedures
The solution of cross-topic tasks requires the person concerned to be able to recognize connections between two phenomena.
Example : Document the connections between the deployment and further training of personnel in the company!
When solving such tasks, it has proven useful to use the matrix method. Here, certain elements of personnel deployment and certain phenomena of further training are compared as a matrix in order to come up with possible solutions. The sketch-like collections are then to be implemented in text form.
See also
literature
- H. Corsten, J. Deppe: Technique of scientific work . 2nd Edition. Munich / Vienna 2002, ISBN 3-486-25920-2 .
- E. Dichtl, M. Lingenfelder (Ed.): Studying efficiently: Economics . 4th edition. Wiesbaden 1999, ISBN 3-409-43635-9 .
- K. Petry: Instructions for preparing a scientific thematic exam . In: WiSt - economics studies . 8th year, 1979, p. 339-342 .
- HJ Rahn: Structure procedure for scientific papers . In: WiSt - economics studies . 40th volume, 2011, p. 488-493 .
- MR Theisen: Scientific work . 14th edition. Munich 2008, ISBN 978-3-8006-3596-2 .
- JP Thommen, D. Peterhoff: Multiple choice tasks . Zurich 2005, ISBN 3-03909-026-7 .
Individual evidence
- ^ MR Theisen: Scientific work. 15th edition. Munich 2011, p. 9 f.
- ^ A. Brink: Preparation of scientific work. 3. Edition. Munich / Vienna 2007, p. 17 f.
- ↑ H. Corsten, J. Deppe: Technique of scientific work. 3. Edition. Munich 2008, p. 128 ff.
- ↑ KW Koeder, HJ Hamm: The preparation of exams, term papers, presentations and diploma theses. In: Studying efficiently: Economics. 4th edition. Wiesbaden 1999, p. 255.
- ↑ HJ Rahn: Processing method for solving exam tasks for students. In: WiSt - economics studies. Volume 38, 2009, pp. 384-388.
- ↑ H. Schierenbeck, CB Wöhle: Exercise book on the basics of business administration. 10th edition. Munich 2011.
- ^ G. Wöhe, H. Kaiser, U. Döring: Exercise book for general business administration. 13th edition. Munich 2010.
- ↑ G. Wöhe, U. Döring: Introduction to general business administration. 24th edition. Munich 2010, pp. 530-557.
- ↑ HJ Rahn: The matrix method for solving cross-functional exam tasks from business management personnel theory. In: WiSt. 36. J., 2007, pp. 593-595.