Exams

This is a question that has been asked by students, and teachers, for years and years. In most universities I am aware of exams are only part of the final grade. They are just a piece of the picture. There has probably been somewhat of a move back to more exams in recent years because it is now so easy for students to plagiarize on assignments. There is no simple answer to your question. Tests generally are easy to administer and grade, though not so easy to develop. They mostly eliminate the cheating factor, and can do a good job of assessing learning. If exams require students to apply knowledge rather than just regurgitate it they can be quite effective as an assessment tool. Learner centered approaches to assessment are used in many colleges and universities, usually as part of the assessment process, which usually also includes at least one formal exam. A test or an examination (or "exam") is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.[1] A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants. Examinations and Other Forms of Assessment Examinations and Other Forms of Assessment You will encounter various kinds of assessment during your course, ranging from formal examinations to informal coursework exercises. The main forms of assessment that you will encounter are described below. Purposes of Assessment It is also important to note that different assessments may have different purposes; the two main alternatives are formative and summative assessment. Formative Assessment A formative assessment is designed to give you feedback so that you can learn from your mistakes (and successes!). Where a module has a lot of small, regular assessments these are often (largely) formative, being intended to help you learn the material, build skills and identify any weaknesses you may have in that area. Informal (non-assessed) coursework is also generally formative in nature—they are an opportunity to build and test your skills and knowledge. Summative Assessment A summative assessment is designed only (or primarily) to assess your knowledge and skills in that area, for example a final written examination. Note that many assessments have both a formative element (you get potentially useful feedback which you can use to target further work or correct specific errors) and a summative element (they contribute to your final assessment mark), for example regular assessed programming exercises and larger courseworks around the mid-point of a module. All modules in the School are expected to have an average within a certain target range.  If the average falls outside this range, the School's examiners board may deem it to be appropriate to adjust the marks for the module, either up or down. Please see the School's re-assessment rules if you have been given the opportunity for re-assessment. Types of Assessment Written Examinations Many modules involve formal written examinations. These take place at the end of each taught module (usually in weeks 13 and 14 of the semester). Exact times and locations of examinations are published by the University's Examinations Office, and copies are displayed in the School as soon as they become available. It is your responsibility to ensure that you register for the correct modules, which form your examination entries on the Student Portal, and turn up at the correct place at the correct time. The University's Quality Manual includes further details and a formal description of Assessment Regulations. Please remember that activities continue after the examinations and you are required to remain at University until the end of each term. Coursework Aside from exams, assessment within the School of Computer Science can be divided into two main types: “Informal” Course Work This is especially common in Qualifying Year modules, and is typically set weekly or fortnightly. The handing-in dates and times are specified in each module by the module lecturer. Any variations from the normal procedure as outlined here will also be made known by the module lecturer. Except occasionally in borderline cases with extenuating circumstances, informal coursework does not count towards the final examination mark. However, continual poor performance and/or persistent late handing in of work will be taken into account by the examiners. Do not be misled by the term informal; informal course work should be considered compulsory and a reasonable standard of effort and presentation is expected. “Formal” Course Work For those courses not entirely assessed by traditional written examinations (see the Module Catalogue), one or more pieces of more formal course work will be required. These will be set in addition to any informal course work and a distinction between the two will be clearly made during lectures. Formal coursework must always be handed in by a given deadline. Students who are having difficulties with these open assessments and who feel themselves likely to submit late should consult the module lecturer (and probably also their personal tutor) at the earliest opportunity and certainly before the advertised deadline for the coursework. Where medical or other problems occur, extensions may be granted, or account of the circumstances made when the work is marked - see Illness and other problems. Otherwise standard penalties will be applied for late submission