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Returning tests following an examination is often a difficult task for the instructor, particularly in courses that are perceived by students as anxiety producing. The purpose of this article is to offer suggestions for designing this class session so that students view it as a positive part of the learning process. the four phases suggested for this feedback session are (a) preparing the students for receiving test feedback, (b) implementing a strategy for returning tests, (c) selecting an approach for reviewing test items, and (d) bringing closure to the class a positive way. young professionals lacking the experiences to anticipate problems when returning examinations to students may especially benefit from these suggestions.

Guidelines for writing good multiple-choice exam questions that can evaluate higher levels of learning (such as integrating material from several sources, critically evaluate data, contrast and compare information), as well as provide diagnostic information. Idea Paper no. 16 , from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.