I did not use "real" data sets during my exams. There wasn't enough time during a class period to use data sets as the basis for assessment items.

I tried to use "real" variables from educational news media and relevant educational research as the basis for my items. At least 75% of my items required conceptual understanding for successful completion. I tried to construct distractor options (the wrong answers) to my multiple-choice and matching items to reflect common misunderstandings held by students who incorrectly answered the items. This process allowed me to identify and to try to remediate common misunderstandings.

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