These "redo" ideas seem like a great way to emphasize learning and may also have the added benefit of helping students learn to identify possible patterns of errors they're making in test-taking or in studying. My concern is that it sounds like students need to take the exams home to work on the redo, though, which would mean the exam questions could get into "test files" that some students/groups keep. In order to re-use some of my questions, I've never let students take the questions home -- they can look at them in my office or in class, but that's all. Any ideas for using the redo policy without letting the test questions go home with the students?
Vivian Hamilton Portland Community College At 03:09 PM 3/21/2002 -0500, you wrote: > > -----Original Message----- > > From: McKinley, Marcia [mailto:[EMAIL PROTECTED]] > > Sent: Thursday, March 21, 2002 1:12 PM > > To: Teaching in the Psychological Sciences > > Subject: RE: Redo > > > > > > >> I have started the practice of having students write > > >> out the correct answers to questions that were > > >> incorrectly answered. > > > > >Do you have them do this for multiple-choice questions as well > > as essay/short-answer questions? Do you provide any external > > >incentives for them to do this? I think that some students who > > don't have enough internal incentives to study enough for >the > > exam in the first place would probably not have enough incentive > > to redo incorrect answers. > > > > When I did this, I gave 1/2 credit of the value of the question. > > So, for a 2-point MC question that a student got wrong and then > > re-did, they could get 1 point. I gave up this practice a few > > years ago when I realized how rote it was becoming for some > > students. I realized that many were not looking up the answers > > themselves, but dividing the test into parts so each student was > > only responsible for finding the correct answer for a few > > questions. Then, right before class, they would get together and > > just copy each others' corrections. I think that if students > > really work at this, it could be a great learning experience. > > However, I wasn't sure that many were doing it that way so just > > gave up the practice altogether. Now, I just give retests on all > > exams (except take-homes). > > > >I've been using a two-tiered correction system that seems to work OK. Here >is the description from my syllabus: > >QUIZ REVISION PERIOD: Once you submit your quiz response sheet you will have >the opportunity to revise your responses. You will be given a blank response >form and will have the opportunity to change your answers to the quiz items >while using any materials you prepare (e.g., notes taken while reading, >notes from class, responses to learning objectives, flashcards, etc.). You >may not use any materials prepared by someone else (e.g., the text book, >copies of the PowerPoint slides, notes taken by other students, etc.). For >every item that is incorrect on your initial Quiz response form and correct >on the Revision form, 1 point will be added to your initial quiz score. For >every item that is incorrect on the Revision form, 1 point will be >subtracted from your initial quiz score. > >REMEDIATION. In order to encourage you to master the material covered on a >particular quiz even AFTER the quiz has been scored, you will have the >option to perform quiz remediation. Remediation of quiz items involves >providing a written essay response describing (a) why the response option >you originally picked is not correct AND, (b) why the keyed response is >correct. To perform quiz remediation you must come to my office during >office hours (if you have other classes during all of my office hours we can >make special arrangements). You will be given your quiz booklet and your >individual printout from test scoring, which will indicate the correct and >incorrect items. You may use ANY MATERIALS you'd like, when completing the >remediation. Because you will be told which responses are correct and >incorrect, the purpose is to show that you understand the material by having >you explain; merely stating the correct and incorrect answers will NOT earn >remediation points because that will be given to you. You may earn 1 point >for each acceptable remediation response and each quiz remediation MUST be >completed prior to the next scheduled quiz. > >--SLS > >+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ >+ _----_ Sherry L. Serdikoff, Ph.D., BCBA + >+ * * School of Psychology + >+ * O O * James Madison University + >+ * * MSC 7401 {)__(} + >+ *(. .)* Harrisonburg, VA 22807 (oo) + >+ \ / E-mail: [EMAIL PROTECTED] -o0o-=\/=-o0o- + >+ \/ Telephone: 540-568-7089 + >+ FAX Number: 540-568-3322 + >+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ > > >--- >You are currently subscribed to tips as: [EMAIL PROTECTED] >To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
