Creating examinations for a linguistically and culturally diverse student cohort

Susan Hoadley*, Glyn Mather, Leigh N. Wood

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Assessments have a significant influence on what and how students learn. While there has been debate as to the merits of examinations as an assessment tool, they will form a major component of assessment in many disciplines for the foreseeable future. To ensure examinations fulfil the dual roles of an assessment tool and motivation for student learning, we undertook a linguistic analysis of examination papers. This research enabled us to develop a guide to creating examination papers with an emphasis on the wording of questions. In particular, our concern is the creation of examinations that are relevant to the learning outcomes and easily understood by a linguistically and culturally diverse student cohort. In this paper, we present the outcomes of the analysis and guidance for implementing change.

Original languageEnglish
Pages (from-to)269-282
Number of pages14
JournalInnovations in Education and Teaching International
Issue number3
Publication statusPublished - Aug 2012


  • assessment
  • cultural diversity
  • examinations
  • linguistic analysis
  • professional academic development


Dive into the research topics of 'Creating examinations for a linguistically and culturally diverse student cohort'. Together they form a unique fingerprint.

Cite this