Actually, there are entire graduate courses offered in universty for how to do this. The master degree program I'm taking is going to include such a topic, and I can hardly wait.
From an educational point of view, the design of comprensive tests and final exams is not something to be taken lightly. The goal is to make the test as objective and fair as possible, and there are many rules and scentific process involved in how to do this. For example, there should be an appropriate range of curriculum tested, an appropriate range of difficulty level, and some degree of consistency with past exams.
This is really just the tip of the iceberg, but from what I've seen already the BC provincial exams are not making the grade in terms of a fair and objective design. The problem, as mentioned in the last post, is the reliance on 'anchor questions' that remain the same from year after year, and a relatively small pool of questions to draw from in a test bank
As a point of comparison, the AP Calculus exams designed by College Board meet more of the criteria for a well-designed test, based on what I have seen so far.
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