Download The Hidden Curriculum—Faculty-Made Tests in Science: Part 2: by Sheila Tobias PDF

By Sheila Tobias

This source handbook for college-level technology teachers reevaluates the function of checking out of their curricula and describes leading edge thoughts pioneered via different academics. half I examines the results of the next on lower-division classes: alterations in examination content material, structure, and setting; revisions in grading practices; pupil reaction; colleague response' the sharing of latest practices with different execs, and extra. The publication encompasses a entire advent, faculty-composed narratives, commentaries by means of recognized technological know-how educators, and a visible index to a hundred extra sophisticated innovations.

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Additional info for The Hidden Curriculum—Faculty-Made Tests in Science: Part 2: Upper-Division Courses

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At the time of the exam, each student received a randomized subset of the list and was instructed to find those structures among his/her study slides within a 60-90 minute period. Working individually in groups of three, a student would put the pointer on a structure, call Blystone over, and the instructor would agree or disagree. Ifhe disagreed, he would move the slide to reveal the correct structure. This gave the student immediate corrective feedback. Blystone says student performance improved dramatically using this format.

Therefore, Holyoak schedules group oral exams during the class's 2-hour lab period. He doesn't think group oral exams would work well with groups larger than 15 students. Holyoak has received mixed responses to this method of testing. Almost invariably, students feel worse about their performance after the oral exam than they normally feel after taking written exams. They also feel pressured. On the 36 The Hidden Curriculum, Part 2 other hand, once their grades are in, students frequently are pleasantly surprised by their scores.

Of the approximately five essay questions on each 90--120 minute exam, students complete two or three during the exam period and take the others home without penalty. Students are allowed to confer on the exam. "I hope the take-home feature reinforces their learning in areas where they weren't comfortable enough to answer the question in class," says Johnson. The idea of the combination in-class/take-home came to Johnson during a discussion with students about their preferences for exam type. When no consensus could be reached, the advantages of a "compromise" occurred to Johnson.

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