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In the next stage, all questions are merged into one document. Such a doc-
ument highlights very clearly how a specific subject can be addressed by a
variety of types of questions.
Further, the course instructor can facilitate a discussion about how to eval-
uate question difficulty, by posing questions such as: Can we definitely decide
whether a question is simpler or more difficult than another question? What
elements do determine question difficulty? Can we sort questions according
to their difficulty level? Is question difficulty level connected directly to its
type?
This discussion can follow by an activity in which for several of the pre-
sented questions, the students are asked to formulate two similar questions—
one that is simpler and one that is harder. An interesting question that the
students can be asked to reflect on is whether different levels of question
difficulty require also different question types.
Activity 79: Test Design, Group Work
This activity can be facilitated in the context of any topic discussed in the
course. The activity is presented in Table 9.5 .
The students are divided into groups and are asked to compose a test on a
specified CS subject taken from the high school curriculum that the MTCS
course focuses on. Each question in the test should represent a different ques-
tion type. While working on this activity, the student should relate to the dif-
ferent stages of question composition, to the variety of question types, and to
the CS contents as well.
Table 9.5 Worksheet on test design
Worksheet—test design, group work
Compose a test on (conditions/loops/arrays/…) according to the following stages:
1. Determine which concepts should be tested
2. Decide what types of questions to include in the test. Associate the concepts to be
checked to each type of question and roughly estimate the time required for a high
school pupil to solve it
3. Distribute the work among the team members, so that each team member will com-
pose one question
4. When all team members finish composing their questions, organize them into one test
5. Re-estimate the time required for a high school pupil to solve each question and
check if the total time estimations fits the time framework of the test
6. Each team member solves the test and writes down his or her comments on each
question
7. In your groups, discuss your comments and perform the needed changes in the test
8. Submit the test to the course web site
 
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