Standardized, multiple guess tests are a far worse way to measure actual learning than open-ended, essay tests graded via a rubric by a person, not a machine.
Standardized, multiple guess tests are a far worse way to measure actual learning than open-ended, essay tests graded via a rubric by a person, not a machine.
When I was in school, I hated final exams. Pure memorization, a talent I never perfected.
When I became a teacher in the 1970s, I had the power to determine how to grade my students. I did away with mid-term and final "memorization" exams. Instead, for the two hours of testing, I offered a two question essay, one was to defend an issue (I taught U.S. History and American Politics) and the other to refute it.
They knew ahead the questions and could use any source available in the classroom. They could not have it pre-written since all of their books/knapsacks had to be left outside the classroom.
The point was that in real life, we have access to information...We only need the connective tissue to learn where the FACTS are located and infuse them in any premise we put forth.
I'm a Mechanical Engineer. In my experience, once engineering students make it through the "weed-out classes" in college, the skill that separates good students and successful engineers in industry is communication skills - mostly written, but oral also.
So, I am a big advocate of teaching and cultivating writing skills. My direct reports over the years have complained about my nit-picking their writing and spelling, but have thanked me for emphasizing it when they get promoted over others who did not realize how important this was.
That is true but he was using a test method that would only test the student's knowledge on the subject matter if the student was proficient in constructing essays. Most high schoolers aren't.
A comment on your point. My late wife built a successful career at an engineering firm by translating engineer speak into politician speak. They called it marketing, which is something that every highly successful project manager has to master too.
As I stated, it was a History course, not English class. I didn't care about the prose, but cared about them articulating logical ideas on the subject matter. by high school students.
Ultimately, my goal was for them to take their responsibility as a citizen seriously...to know facts and make knowledgeable choices.
I stole one idea from Andrew Bacevich, with whom I took 2 courses at Hopkins. You list 20 big ideas or essential terms. The students pick 12 to define and explain the importance of.
Standardized, multiple guess tests are a far worse way to measure actual learning than open-ended, essay tests graded via a rubric by a person, not a machine.
When I was in school, I hated final exams. Pure memorization, a talent I never perfected.
When I became a teacher in the 1970s, I had the power to determine how to grade my students. I did away with mid-term and final "memorization" exams. Instead, for the two hours of testing, I offered a two question essay, one was to defend an issue (I taught U.S. History and American Politics) and the other to refute it.
They knew ahead the questions and could use any source available in the classroom. They could not have it pre-written since all of their books/knapsacks had to be left outside the classroom.
The point was that in real life, we have access to information...We only need the connective tissue to learn where the FACTS are located and infuse them in any premise we put forth.
And that type of test is biased toward those with good writing skills. If that is your objective.....
I'm a Mechanical Engineer. In my experience, once engineering students make it through the "weed-out classes" in college, the skill that separates good students and successful engineers in industry is communication skills - mostly written, but oral also.
So, I am a big advocate of teaching and cultivating writing skills. My direct reports over the years have complained about my nit-picking their writing and spelling, but have thanked me for emphasizing it when they get promoted over others who did not realize how important this was.
That is true but he was using a test method that would only test the student's knowledge on the subject matter if the student was proficient in constructing essays. Most high schoolers aren't.
A comment on your point. My late wife built a successful career at an engineering firm by translating engineer speak into politician speak. They called it marketing, which is something that every highly successful project manager has to master too.
Me, I'm just an over educated carpenter
Bullet points are a modification that can be made or you can administer it orally. 8ve done both
Not sure what you are talking about but if you are calling (,,,,,,) bullets.
I've mostly noticed them used for denoting text that didn't need to be included. which is how I use them, it makes for a friendlier conversation.
As I stated, it was a History course, not English class. I didn't care about the prose, but cared about them articulating logical ideas on the subject matter. by high school students.
Ultimately, my goal was for them to take their responsibility as a citizen seriously...to know facts and make knowledgeable choices.
I stole one idea from Andrew Bacevich, with whom I took 2 courses at Hopkins. You list 20 big ideas or essential terms. The students pick 12 to define and explain the importance of.
The APUSH's DBQs can be adapted for exams as well
I like concept. I could have used it back in the day! I have since enjoyed listening to non-academic interviews with the good Doctor.