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Is there evidence based literature on how to set fair and consistent exams? Preferably not too long. I feel like this is the sort of thing I ought to know. Like, better to have more shorter questions or fewer in depth ones, etc.?
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That's broadly what I do based on my intuition, but is it just guesswork or is there evidence to support that?
There’s a lot of papers I can reference you — exam equity / alternative assessment methods was something I was heavily involved with for years. This is just a nice summary. https://cei.umn.edu/support-services/tutorials/integrated-aligned-course-design-course-design-resources/alternative …
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any good course should have a combination of assessment methods. Those w/ certain disabilities perform disproportionately poorly in certain assessment methods, while fine in others. Different assessment types benefit different people. Sadly, this isn’t standard practice yet.
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