Evaluating student learning can take a variety of forms. In my course, I use several exams (and also, class participation and other course assignments). For now, this guide will focus on exams. I hope to expand the discussion in future postings.

Regarding exams, in my own course, I emphasize multiple choice exams, and there is an extensive test bank available for use with this course. I also provide my students with study aids and practice quizzes.

The section, Generating Good Tests from the Test Bank, provides some suggestions for making better tests with the test bank, and doing so more easily than you may have done before.

I am not fond of alphabetizing student papers and so I have developed a system for doing it in fairly large classes. The entry on alphabetizing exams explains that method.

Finally, I have found a nice method for handing back exams that involves students in a positive way. I describe that in the reviewing exams section.

If you prefer to use brief essay questions, you can find a number of model questions by looking at the end of each chapter in the book. Each chapter concludes with a review section (see, for example, pages 35-37 of Chapter 1) and many of the questions used in those review sections may be just right, either as is, or with slight modification, for use on exams.