Short-answer Questions
A large proportion of assessment items make use of short answer questions of some form (in assignments, quizzes, examinations, laboratory tests). These questions vary in expected student response from one word or several lines to over a page, and include forms such as complete the sentence, supply the missing line, problems and exercises in science-based subjects, short descriptive or qualitative answers, essay plans, diagrams with explanation, etc. The diversity of form means that no generic description is possible, but they are included in this section for completeness.
AdvantagesA question can be addressed towards the testing of a specific objective. This is also true of multiple choice questions, but short answer questions have the advantage of avoiding cueing and requiring students to supply an answer, rather than selecting or guessing from options supplied. Answers are easier to mark. The form of the questions is familiar to students and they feel less anxious in examination situations.
Disadvantages
Individual questions for individual objectives fragment the subject and reduce the likelihood that students in their studies will look for the relations between objectives or sections of the subject. Complex issues cannot always be satisfactorily addressed in short answers.
Procedures for setting and marking
- Make the questions precise
- Direct questions are better than incomplete statements.
- If a numerical answer is required, indicate the units and degree of precision required.
- Prepare a structured marking sheet
- Allocate marks or part-marks for acceptable answer(s).
- Be prepared to accept other equally acceptable answers, some of which you may not have predicted.
Mark questions with the following points in mind
- Mark anonymously.
- Have different markers for different sets of questions.
Feedback on short-answer questions
Example One: example of a "long" short-answer question in chemistry, and detailed marking scheme is included.
This question caries 25 percent of the marks for this assignment and tests Objectives 1 and 9 of the course.
The concept of ionic radius is used extensively in chemistry. What observations lead one to suppose that the concept of ionic radius has any validity? Indicate how values of ionic radii may be obtained. Your answer should also indicate potential problems in the use of ionic radii.
Marking Scheme: It is quite acceptable for this question to be answered in note form. You may award full marks even if every point is not included, provided that you feel that the answer is well constructed.
| Key Points | Marks awarded |
| Interionic distances in crystals obtained from x-ray diffraction | 3 |
| Impossible to say where one ion ends and the other begins | 3 |
| Series of compounds indicates constant(ish) factor when cation (or anion) is changed. Here values should be quoted | 6 |
| Appears that ionic rad assignable, are roughly additive | 3 |
| Assignment of ionic radii should refer to the Lande method with 'touching' I- in Lil | 6 |
| Problems Additivity not strictly applicable. Values vary according to assignment method. Values may vary with environment (eg co-ordination number) | 4 |
Source
Newble, D. and Cannon, R. (1989). A Handbook for Teachers in University and Colleges. New York: Kogan Page, p 107.
Inorganic Chemistry: Concepts and Case Studies, (1981). Milton Keynes: Open University Press.
(Originally published in Trigwell, K. (1992). Information for UTS staff on Assessment. Sydney: UTS Working Party on Assessment).