It was 4 words, I wrote them quite big,

I erased them at the last minute, but it’s still visible if you see it closely. Like rhe pencile marks after you erased, you will still be able to see it.

Can lecturer accuse me for cheating in this case?

I teach a certain course where I think the best way to test knowledge is using yes/no questions. However, with a simple yes/no exam, a student can just answer randomly to all questions and get, in expectation, a score of 50%, which is not very fair. I thought of several solutions, but each of them has a disadvantage:

1. Give a negative score to a wrong answer, such that the expected value of a student who answers randomly is 0. However, this rule made some students highly anxious, and I realized that this anxiety could unjustly harm their performance .

2. Ask the students to explain each answer. Award points only to correct answers with correct explanations. The problem is that it takes much more time to write and to grade, negating one of the main advantages of a multi-choice exam.

3. Give a grade of 0 to any student with less than 50% correct answers, and give twice the points for each answer above 50% (e.g, a student with 90% correct answers will receive 2*(90-50)=80% score). However, I fear this might not be accepted by the university, which encourages additive scoring. E.g, students with 60% correct answers will complain that it is unfair to give them only 20% grade.

What is a good way to write an exam based on yes/no questions?

I teach a certain course where I think the best way to test knowledge is using yes/no questions. However, with a simple yes/no exam, a student can just answer randomly to all questions and get, in expectation, a score of 50%, which is not very fair. I thought of several solutions, but each of them has a disadvantage:

1. Give a negative score to a wrong answer, such that the expected value of a student who answers randomly is 0. However, this rule made some students highly anxious, and I realized that this anxiety could unjustly harm their performance .

2. Ask the students to explain each answer. Award points only to correct answers with correct explanations. The problem is that it takes much more time to write and to grade, negating one of the main advantages of a multi-choice exam.

3. Give a grade of 0 to any student with less than 50% correct answers, and give twice the points for each answer above 50% (e.g, a student with 90% correct answers will receive 2*(90-50)=80% score). However, I fear this might not be accepted by the university, which encourages additive scoring. E.g, students with 60% correct answers will complain that it is unfair to give them only 20% grade.

What is a good way to write an exam based on yes/no questions?

When a student applies for a deferred assessment (assignment extension, exam deferral, etc.) on medical grounds, is it acceptable for them to withhold, omit, or redact their specific illness, disorder, or diagnosis, if the document is authorized by their medical practitioner?

During class, I asked my instructor about a certain thing that didn’t make sense to me. Basically, there was a problem that I couldn’t figure out how to solve using the methods we’ve studied. The instructor told me that the problem couldn’t be solved using those methods. As this aligned with my own suspicion, I took her word on it and moved on.

During the oral exam, I was talking about this, and said that the problem was not solvable. The examinator said that it is solvable using those methods, and he explained how.

My response was “ah, I see, that makes sense”, and then we kept on discussing.

But now, after the exam, I am thinking whether it would’ve been acceptable of me to just “put the blame” on the instructor by saying that I got the wrong information from her?

On one hand, that is the truth, and by telling them this, I might avoid being held responsible for a mistake that wasn’t entirely my fault.

On the other hand, and this is how I felt during the exam, it felt to me out of order to bring up the instructor in the exam. She wasn’t there to defend herself, so it seemed wrong to talk about her “behind her back”, so to speak.

I am interested in different methods for scaling grades from a class test, say. I remember from years ago a method that took into account the relative strength of the students taking the class by looking at their grades in other classes. However I can’t remember the details at all. The idea was that a hard test taken by strong students would be scaled up more than an easy test taken by weak students.

Is anyone familiar with this idea and how it might work mathematically?

The students were never told this is the actual exam or this will be on the exam; my physics teacher used to give us the problems for the exam as a study guide and those were the exact problems on the test, if you studied that.

If this is a coordinated course, do I get some autonomy and do as my physics teacher used to do?

My questions pertain to the methods and techniques used for testing a prototype aircraft starting from metal cutting, parts installation up to completion of the aircraft ready for field trials, first flight to its certification.

During the construction process what are the test equipment used for ensuring that all aircraft components and systems meet expected standard?

Also what are the test and evaluation performed during field trials and how the Aircraft performance is measured against expected performance.

During flight test what are the main concern of the manufacturer and how the different system performance are measured, evaluated and corrected.

Generally who is responsible for testing within an organisation and what are the positions and responsibilities of the members of the testing team?

IS the flight simulator a testing element used to evaluate an aircraft’s performance, and how is the actual aircraft performance monitored using the flight simulator?

Finally what are the parameters under which a civilian aircraft is evaluated to obtain its licence?

I took a test today morning and I saw that the person sitting next to me used her phone repeatedly, I believe it was to check the power point slides for answers. The fact that this student also asked me for the answer to a question before I left also raises my suspicious slightly.

I don’t know this person. I decided not to report it this morning because I don’t feel quite alright accusing anyone, at least not in person. I am tempted to send an anonymous email and explain what happened, although I don’t think it will make any difference. I’m not happy at all with the incident, because the test wasn’t exactly trivial and some of us might fail, while other people could pass simply copying the answers from their phone.

What should I do?

I face problems while answering long questions. Particularly in my stream (metallurgy) when a process like Wifrey Table is asked to be described with the help of a diagram I tend to arrive at the same point again and again. This leads to less marks in long answer type questions also I need to know how to write definitions am I to quote the entire thing that is written word by word? Please explain me in detail.