BTW, I have used questions from previous tests and have yet to see a marked improvement, so I doubt that students are using anything from sorority or fraternity test banks.
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]
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Deb
Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul... Rhyme and Reason - DMB
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