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Trick questions have always bothered me because they never seen to focus on testing the knowledge of the topic and instead the student's ability to see you deceptive wording. So why are trick questions so common and what good are they?
National Assessment Banks, commonly referred to as NABs after the National Assessment Bank from which these assessments are selected by teachers, are internal assessments that used to form part of the Scottish Higher and Intermediate courses.
When it comes right down to it, a "trick question" is one that causes a student to get a question wrong because they have made an assumption. Figure out what that assumption is, and then ask yourself if it's a reasonable assumption to have for your content area. If it is, don't ask the question.
Unfortunately, this could be a trick question where they ask about things you didn’t like in your previous job. The best answer is that you enjoyed everything about your last job; however, you feel you have learned all you could in that role and are now looking for new challenges.
Jul 11, 2017 · The TL;DR answer to your question is therefore: professors try to design exams questions that develop (all kinds of) smartness in their students, and "reverse trick questions" may be one way of doing that.
In the old system (like before CfE, 5 years ago), NABs were unit assessments that you sat and had to pass. Then, when National 5s and the new CfE Highers/AHs were introduced, NABs were replaced by UASPs. However, at that point, and still today, some teachers and pupils still refer to them as 'NABs'.
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I think my big problem with it is we aren't taught about the trick questions, typically, until they come up on an assignment/quiz/test. Or at least most math teachers teach that way. The real good ones point out trick questions before they come up to help the class understand.
