Quality report
sample exam
Reviewed by jenny on 17 Apr 2026
3.8/5
Good
Constructive alignment
| Criterion | Score | Comment |
|---|---|---|
|
Questions map to the stated learning objectives.
Every item can be traced back to an intended learning outcome.
|
4 | sample comment 1 |
|
The exam covers the syllabus proportionally.
Weighting reflects the emphasis given in teaching.
|
3 | sample comment 2 |
|
Multiple cognitive levels are assessed (recall, apply, analyse, evaluate).
Avoids testing only at the lowest Bloom levels.
|
— | sample comment 3 |
Item quality
| Criterion | Score | Comment |
|---|---|---|
|
Each question is unambiguous and uses clear language.
A competent student can understand what is being asked on first reading.
|
4 | sample comment 4 |
|
For closed items, distractors are plausible and exactly one answer is correct.
No 'all/none of the above' fillers, no giveaways.
|
— | nvt |
|
Items are independent — answering one does not cue another.
Later items do not reveal answers to earlier ones.
|
4 | sample comment 5 |
|
The exam has an appropriate spread of easy, medium and hard items.
Avoids being trivial or systematically too hard.
|
4 | sample comment 7 |
Fairness & accessibility
| Criterion | Score | Comment |
|---|---|---|
|
Language complexity is appropriate and does not become a barrier.
Tests the construct, not reading ability (unless that is the construct).
|
— | — |
|
The exam is free of cultural, gender, or other group bias.
Examples and contexts are inclusive.
|
— | — |
|
Layout and format are accessible (readable font size, logical ordering).
Works for students using extra time, screen readers, or dyslexia fonts.
|
— | — |
Practicality
| Criterion | Score | Comment |
|---|---|---|
|
The total time is sufficient for a well-prepared student to finish carefully.
Not a speed test unless that is intentional.
|
— | — |
|
Instructions (marks per question, aids allowed, format) are complete and unambiguous.
A student knows exactly what to do without asking.
|
— | — |
|
Marks per item are proportional to effort and importance.
Big-mark questions are clearly identifiable.
|
— | — |
Marking & reliability
| Criterion | Score | Comment |
|---|---|---|
|
A model answer or marking rubric is provided.
Open questions have explicit criteria for full, partial, and zero marks.
|
— | — |
|
The exam is likely to produce consistent scores across markers.
Two markers following the rubric would reach the same grade.
|
— | — |
|
Tasks resemble real, discipline-relevant problems where appropriate.
Supports transfer of learning beyond the classroom.
|
— | — |