A Case Study of Examinations at the University of Oxford : What types of questions are asked in examinations and how are they marked? <Note>

• Tanaka Masahiro

Bibliographic Information

Other Title

• オックスフォード大学の学年末考査に関する事例研究 : 何が問われ，どのように採点されているのか <研究ノート>

Abstract

The purpose of this paper is to describe a case study regarding honours degree examinations at the University of Oxford. Primary sources that were collected from Oxford are used to analyze what types of questions are asked in the examinations and how they are marked.　 Honours degree examinations in English universities, including Oxford, commonly request students to select only three questions from those presented, and answer them appropriately. These types of examinations do not require students to memorize all contexts of the class, rather it is more of the deep understanding of a portion of the contexts. Assessment standards generally require students to show their accurate knowledge or memory concerning the topics in certain examinations. Nevertheless, the students do not have to select a topic with which they may have problems understanding or may have forgotten. What the students have to do is answer only three questions about which they feel most confident.　　 The Oxford style of learning trains students to discuss academically. It concentrates on frequent reading, writing, and discussing various topics. In particular, the tutorial system of Oxford demands that students become proficient in explaining their own viewpoints against counterarguments from their supervisor. This system directly assists students in preparing for examinations.

Journal

• 大学論集

  大学論集 45 143-158, 2014-03

  広島大学高等教育研究開発センター

Details

• CRID: 1390853649784955648
• NII Article ID: 110009799137
• NII Book ID: AN00136225
• DOI: 10.15027/36545
• ISSN: 03020142
• Web Site: http://ir.lib.hiroshima-u.ac.jp/00036545
• Text Lang: ja
• Data Source:
  • JaLC
  • IRDB
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Allowed