Many professors use test banks, especially those teaching subjects in the STEM fields. While test banks are a fantastic resource to be used by students and professors as study guides and guidelines, professors should not be allowed to directly utilize questions from a test bank in creating their own exams. Assessments should vary and evolve based upon the class content, teaching style and variety of students in the class. Test banks are a testing resource for professors and teachers, oftentimes created by the textbook publisher or found online.
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Using such test banks is relatively easy and often efficient. I also suspect that some professors who use them think that there are indeed better uses of their time than writing objective-answer styled questions such as True & False or Multiple Choice. And, you know, yes, probably some of them are lazy. But here’s another perspective. Profs work very hard and test banks make things a little bit easier. As well, test banks have questions that have been written by experts and often have been validated, so you know they are good questions. It is sort of like asking if using a computer is lazy, because you could just write things out by hand. 977 views · View 4 Upvoters · Answer requested by.
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Student governments, fraternities, sororities, and academic organizations have been organizing testbanks for decades. Past Exams, Old Tests, and Study Guides.
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Professors should move away from cumulative final exams and instead administer exams with only the information taught from the date of the previous test until the end of the class. In this case, students will likely earn better grades on finals because they will be studying less material that is more focused in one subject area rather than trying to remember what happened in class in the beginning of September and having to reteach themselves things they can barely recall. It is nearly impossible to remember all of that information when balancing other classes and activities. Students should have the comfort of knowing they will not be assessed on anything other than recent information so they do not have to endure the pressure of relearning copious amounts of facts and struggle to get an adequate grade.