Creating an exam

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The maximum scores will be 20 points; both quality and quantity of your work will be used in the grading.


The assignment is to create an exam questions, answers, and references (e.g. multiple choice, matching, and essay), using the course textbook 4th edition (2013 or the latest), The Certified Manager of Quality/Organizational Excellence Handbook, ASQ.  


Your Q-A must come from some of these 19 chapters from the course textbook. No reproduction from any sources can be included without prior permission from the instructor.


Prior to start creating an exam, students will examine the 2 handouts attached with this item: 1) examples of creating exam and 2) evaluation sheet.


Each multiple choice question, answer, and reference is worth 0.5 points,


Each essay question, answer, and reference is worth 1 point.


A set of matching 10 question items and 17 answer choices is worth 5 points.


Complete the below task list 


1. Complete 20 MC (multiple choice) questions with answers references, 5 essay questions with answers and references, and 1 set of matching question.


2. After you completed creating an exam, you will fill out the evaluation sheet. The final product with be a set of exam and the evaluation sheet. Below is an example of question, answer, and reference. More examples of MC, Matching, and Essay are attached with this document.


Note: 2 handouts attached in this document; 1) examples of creating exam, and 2) evaluation sheet


 

Samples of creating question, answer, and reference


Question: Job enrichment means:


a. direct control of the employee


b. less freedom and challenge on the job


c. including larger areas of responsibility


d. none of the above


Answer: C. Job enrichment changes jobs to include larger areas of responsibility. Jobs are restructured so they will become intrinsically more interesting.


Reference: Tucker, McCarthy, and Benton (2003) The Human Challenge. Chapter 6, page, 145.


 

ImporItant information:


To generate a good exam, it is important to consider the intended complexity levels of the test questions for that topic; these levels may include easy, medium, difficult. Bloom’s Taxonomy suggests the “Level of Cognition” or “Ranking of Thinking Skills”. The table below indicates Bloom’s levels of cognitive activity in a grid moving (left to right) from simple to complex, and it lists a number of verbs describing activities for each mode of thinking. 

 

Check the attachment for the Bloom's Ranking of Thinking Skills


ASQ’s revision in 2001 is presented below in rank order, from least complex to most complex.


Remember (Knowledge Level) Recall or recognize terms, definitions, facts, ideas, materials, patterns, sequences, methods, principles, etc.


Understand (Comprehension Level) Read and understand descriptions, communications, reports, tables, diagrams, directions, regulations, etc.


Apply (Application Level) Know when and how to use ideas, procedures, methods, formulas, principles, theories, etc.

Analyze (Analysis Level) Break down information into its constituent parts and recognize their relationship to one another and how they are organized; identify sublevel factors or salient data from a complex scenario.


Evaluate (Evaluation Level) Make judgments about the value of proposed ideas, solutions, etc., by comparing the proposal to specific criteria or standards.


Create (Synthesis Level) Put parts or elements together in such a way as to reveal a pattern or structure not clearly there before; identify which data or information from a complex set is appropriate to examine further or from which supported conclusions can be drawn.


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