Constructing Exams In constructing exam questions, do you focus on the content and construct a realistic setting for the questions or do you start with a real problem and try to match the course content? In other words, how much do you strive to use real data as opposed to hypothetical or realistic data in the exam questions?

In constructing the exam, how do you decide how many points a question should be worth? What percentage of the points on the exam would you say are for primarily conceptual knowledge/interpretation vs. calculation/mechanics?

I strive to use real data, as opposed to hypothetical or realistic data, in exam questions. I can't honestly say that I start with a real problem, though. I usually start with the concept or technique or issue that I want to ask about, and then I find real data that can be used to assess students' knowledge of that issue.

I try to assign points to questions based on how many different components comprise the question. My aim is for at least 50% of the points to be based on conceptual understanding and interpretations as opposed to calculations and mechanics.