Can Higher Education Exams Be Shortened? A Proposed Methodology

Eric S. Lee, Connie Bygrave, Jordan Mahar, Naina Garg
2014 International Journal of Information and Education Technology  
Any lecturer would agree that marking exams is the bane of her existence. A time-consuming and tiring process, it often requires complex, subjective judgments. Higher education exams typically take 3.0 hours. Do they really need to last so long? Can we justifiably reduce the number of questions on them? Shortening an exam by one hour, if justified, should result in a one-third reduction in lecturer time and effort spent marking. Surprisingly little empirical research has addressed these
more » ... essed these problems. Classical methods may be partly to blame for this dearth of studies. We propose an alternative methodology based on three key components including two recent developments in experimental design and statistics --synthetic experimental designs and equivalence hypothesis testing. The third component consists in comparing, on six psychometric criteria, student performance in a class on the standard 3.0-hr final exam with that on shortened exams with proportionately fewer questions. Two are the frequently misunderstood standard psychometric criteriareliability and validity. We argue that adding four common-sense criteriajustifiability of test use, number of exam questions, equivalence in mean student performance, and correspondence (between shortened and full-length exam scores) -confer significant additional benefits. Our approach provides a simple methodology that lecturers can, with minimal time and effort, use to examine the effect of shortening exams for their own classes. Index Terms-Exam length, psychometric criteria, synthetic experimental designs, test length. A. Empirical Studies of Exam Length Over 50 years ago, Cox [7] observed wryly "It is, however,
doi:10.7763/ijiet.2014.v4.462 fatcat:hqdkqulhkrc7zp7pdy33xcjwge