Kinds of Exam
| Kinds of Exam | |
| Contributors | Joseph Bergin, Jutta Eckstein, Markus Völter, Mariana Sipos, Eugene Wallingford, Klaus Marquardt, Jane Chandler, Helen Sharp, Mary Lynn Manns |
|---|---|
| Last modification | May 16, 2017 |
| Source | Bergin et al. (2012)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Use different kinds of exams. The exams should respect the Different Approaches[2], which serve the students learning capabilities since every person benefits differently from the usage of her own sensory modality capability[1].
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 Bergin, J., Eckstein, J., Völter, M., Sipos, M., Wallingford, E., Marquardt, K., Chandler, J., Sharp, H., and Manns, M.L. (2012). Pedagogical patterns: advice for educators. Joseph Bergin Software Tools.
- ↑ Bergin, J., Eckstein, J., Manns, M. L., & Wallingford, E. (2001). Patterns for gaining different perspectives. In Proceedings of the 8th Conference on Pattern Languages of Programs (PLoP 2001).