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Examination design: an axiomatic approach

Author

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  • Sylvain Béal

    (Université de Bourgogne Franche-Comté, CRESE)

  • Sylvain Ferrière

    (Université de Saint-Etienne, CNRS UMR 5824 GATE Lyon Saint-Etienne, France)

Abstract

We use the axiomatic approach for the design of examination. Each course is identified with a set of learning objectives, and an exam is composed of exercises each of which is identified with the learning objectives that it assesses. Our results characterizes several well-known structures for the exams in terms of the assignment of learning objectives: partitions, symmetric balanced collections, orderings.

Suggested Citation

  • Sylvain Béal & Sylvain Ferrière, 2019. "Examination design: an axiomatic approach," Working Papers 2019-05, CRESE.
    • Handle: RePEc:crb:wpaper:2019-05
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    References listed on IDEAS

    as
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    3. Zapechelnyuk, Andriy, 2015. "An axiomatization of multiple-choice test scoring," Economics Letters, Elsevier, vol. 132(C), pages 24-27.
    4. Hart, Sergiu & Kurz, Mordecai, 1983. "Endogenous Formation of Coalitions," Econometrica, Econometric Society, vol. 51(4), pages 1047-1064, July.
    5. Lloyd S. Shapley, 1967. "On balanced sets and cores," Naval Research Logistics Quarterly, John Wiley & Sons, vol. 14(4), pages 453-460.
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