Short+Answer

= __Short Answer Questions__ = (Samina)

//** Definition **//
Short-answer questions are open-ended questions that require students to create an answer. They are commonly used in examinations to assess the basic knowledge and understanding (low cognitive levels) of a topic before more in-depth assessment questions are asked on the topic. retrieved from: []

**// Advantages //**

 * Relatively fast to mark and can be mark by different assessors, as long as the questions are set in such a way that all alternative answers can be considered by the assessors.
 * Relatively easy to set compared to many assessment methods. Short Answer Questions are also relatively easy to set compared to many assessment methods.
 * Can be used as part of a formative and summative assessments, as the structure of short answer questions are very similar to examination questions, students are more familiar with the practice and feel less anxious.
 * Unlike MCQs, there is no guessing on answers, students must supply an answer.

// **Disadvantages** //

 * Short Answer Questions (SAQ) are only suitable for questions that can be answered with short responses. It is very important that the assessor is very clear on the type of answers expected when setting the questions, because SAQ is an open-ended questions, students are free to answer anyway they choose, short-answer questions can lead to difficulties in grading if the question is not worded carefully.
 * Short Answer Questions are typically used for assessing knowledge only, students may often customize Short Answer Questions with rote learning. If assessors wish to use Short Answer Questions to assess deeper learning, careful attention (and many practices) on appropriate questions are required to administer.
 * Accuracy of assessment may be influenced by handwriting/spelling skills

// ** Tips ** //

 * Is a short answer item an appropriate assessment of the learning objective?
 * Does the content of the short answer question measure knowledge appropriate to the desired learning goal?
 * Is the item clearly worded and stated in language appropriate to the student population?
 * Is there only one clearly correct answer?
 * Can the item be answered briefly and concisely using a single word or short phrase?
 * Does the positioning of the item blank promote efficient scoring?
 * Does the desired knowledge represent a key word or phrase?
 * Is there a limited number of blanks in the short answer item?
 * Do instructions clearly specify the desired knowledge and specificity of response?
 * Set the questions explicitly and precisely.
 * Direct questions are better than those which require completing the sentences.
 * For numerical answers, let the students know if they will receive marks for showing partial work (process based) or only the results (product based), also indicated the importance of the units.
 * Let the students know what your marking style is like, is bullet point format acceptable, or does it have to be an essay format?
 * Prepare a structured marking sheet; allocate marks or part-marks for acceptable answer(s).
 * Be prepared to accept other equally acceptable answers, some of which you may not have predicted.
 * If a list is expected, limit the number of items to be listed to 6 or so
 * When a negative item is used, emphasize the negative word or phrase, that is, underline, capitalize, or italicize, for example, “DOES NOT.”
 * Avoid clues to the correct answer such as “a” or “an” as the last word of the question or plural verbs that match plural choices.

//** Considerations for Identified Students **//

 * Use pictures/diagrams to give hints about the questions
 * Give students allotted lines/spaces to guide the length of answers
 * Inserting audio clips (e.g. listening to a speaker, and then answer a question)[1]
 * Give a prompt at the beginning of the answer to point students in the right direction in answering a question
 * Assign a scribe for students who have difficulty with writing
 * Go over selected short answer questions prior to the students’ writing the test (e.g. rephrase questions orally for all students to clarify exactly what is being asked in the question)

[1] Source: //Inserting sounds into questions:// [|http://docs.moodle.org/en/MP3_player] [|[[http://docs.moodle.org/en/MP3_player#Inserting_sounds_into_questions|#Inserting_sounds_into_questions]]]

// **Other Useful Information** //
**Tips for Students:** ( [|https://www.msu.edu/course/prr/320/web/tipsexam.html)]


 * Get right to the point. Don't rewrite the question!
 * Answer in specific terms, not in general. A good way to do this is to use examples: from the readings, the class, or the real world. Being able to apply the material and theories of the course to the real world in a goal in this course.
 * When using examples, make sure that it is clear why you are using that particular example to answer the question.
 * When making general statements, such as "with proper information, parks can be greatly improved," be sure to follow them up with answers to questions such as who, what, why and how.
 * Avoid making all encompassing statements, such as using the words "all," "every," "no one," etc. unless they are true.
 * Be prepared to defend every statement you make with recognized facts. For example, if you make a statement, follow it up with a quote from the text or other recognized authority or a specific example.

**Short Answer Questions Are Best For: (** [|http://teachingacademy.wisc.edu/archive/Assistance/course/sanswer.htm)] Questions that require student recall over recognition. Examples include assessing the correct spelling of items, or in cases when it is desirable to ensure that the students have committed the information to memory (medical students, for example, will require recall of information more than recognition by the nature of their jobs).

**Short Answer Checklist:** _Is a short answer item an appropriate assessment of the learning objective? _Does the content of the short answer question measure knowledge appropriate to the desired learning goal? _Is the item clearly worded and stated in language appropriate to the student population? _Is there only one clearly correct answer? _Can the item be answered briefly and concisely using a single word or short phrase? _Does the positioning of the item blank promote efficient scoring? _Does the desired knowledge represent a key word or phrase?

_Is there a limited number of blanks in the short answer item?_Do instructions clearly specify the desired knowledge and specificity of response?

**Bad example**


 * What does the acronym ENIAC mean?

Answer: Electronic Numerical Integrator and Calculator

Main errors:

1. Perhaps knowledge of the exact words is not important.

2. It's not wise to expect an exact response when "numerical" could be remembered as "numeric" and "calculator" could be remembered as "calculation," etc.

**Good example**


 * List the three states that comprise the west coast of the continental United States.


 * Briefly define insectivore.

References:

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