My exams are part objective and part subjective. Returning exams, to me, is a part of teaching. Sort of loosely based on the concept that we learn from our mistakes. However, I minimize the class time and use a lot of one on one time--I can do this because we top our class enrollments at 40 and not all that many students take advantage of my one on one offer.
Many years ago I stopped going over the objective part and tell students to come see me on a one to one basis to discuss what they missed. Usually they just have a scantron with red marks so only the ones who really care want to see what they missed. This accomplishes many things for me: no more arguing with one person in front of an entire class about 2 points and then 10 other people conveniently jumping on the "me too" bandwagon. It lead to difficult exchanges in the classroom and wasted a lot of class time. When they come to see me one on one I print out for them all of the items they missed and give a make-up assignment: they must write me two sentences per item: one sentence tells me why they think they picked the wrong answer: anything from "I didn't read all the options before selecting one," to "I just guessed," to "I have differing information in my class notes and from the text and here is the chapter and verse for each." I believe that overall, this first sentence helps students to see if there is a pattern to their errors-- espeically for those who miss many of the objective items. A second sentence tells me what about their answer is incorrect and what about the "correct" answer makes it "best". This is done to ensure that they now understand the concepts. I give them half credit for this, a procedure that has never leapfrogged anyone into some massively better grade--typically the people who missed many items received a D or F on the exam and might bring their grade up to a C+ at best. I think that this at least provides the students with an opportunity to finally learn what they missed learning the first time. I allow this for all students, even those who had an A on the exam since my grading system works on an accumulation of points. it does lead to some 'grade inflation' but I feel strongly at this point in my teaching career that I am more interested in knowing that they actually know and understand something eventually.... Oh yes, I do read these carefully and typically most students do NOT get back all of the points they attempt to receive on the make-up. As for the subjective items, I always have a rubric and we go over that rubric in class, when I give the items back. Again, if a particular student feels that they don't understand why they lost points then they have to come see me because it takes up too much time and is boring for the rest of the class for me to try to recreate in my mind what I was thinking was lacking in how a particular student expressed their answer to a particular item. Often times I have alternate items from past exams and these again can be attempted for half credit of what they missed orignally at the make-up; but these are also read closely and graded more stringently and students understand that. So typically, if an essay was worth 20 points and the student earned 10 points originally, they can chose to write a whole new essay for 5 additional points (half of the 10 points I took off originally). They usually average about 3 or 4 points. Still, I feel that they learn more, I don't waste too much class time and those who don't care don't come see me--only those who care about learning or who care about their grades--but no matter, either way they are learning! And my life is less stressed with returning exams with this format. Annette Quoting DeVolder Carol L <[EMAIL PROTECTED]>: > Sorry for the cross-posting, I meant to post this only to TIPS but wasn't > paying attention when I put in the address. > > Hi TIPSpeople, > How many of you take class time to go over exams after they are corrected? > Whether you do or don't, what is your rationale? > Thanks, I appreciate your responses. > Carol > > > Carol DeVolder, Ph.D. > Associate Professor of Psychology > St. Ambrose University > Davenport, Iowa 52803 > > phone: 563-333-6482 > e-mail: [EMAIL PROTECTED] > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
