23 ms·

Immediately, you've come up with a solution that wouldn't fit my type of learning, and my comfort level. I absolutely abhor "final" exams. It's like a grand-fin

by zo1 11y ago

Immediately, you've come up with a solution that wouldn't fit my type of learning, and my comfort level. I absolutely abhor "final" exams. It's like a grand-finale that is make or break, forcing you to study a ridiculous amount of content and make sure you know/understand all of it for a single event in the future. If you fail, you have to do it all over again. No course-corrections, no motivational reminders/nudges. Nothing. The example you cite in the beginning, your fear of the impending results of a small test. Now multiply that by 20 (as you said yours was just 5% of the final mark), and that is how anxious I would be for the entire course leading up to the final exam. So drop the ubertests. Test students understanding using application and insight, not giant knowledge dumps that can only be tested in one long-winded sitting. (I exaggerate a little, sorry about that).

Folcon 11y ago
I have to wonder, if the outcome we are interested in is whether students understand the material, can't we do both? Some optional mid point tests, where the student can chose to keep the grade or bet it all on that final assessment? I mean tests only exist to convince us that they know the material. Why does it matter how it works, beyond the test being an accurate reflection of their understanding?
- jsharpe 11y ago
  Why not both? Some of my favourite classes have said, "Highest of midterms + assignment marks or final exam mark."
  - lifeisstillgood 11y ago
    Now that is brilliant
  - starfis 11y ago
    Almost all of my computer science classes had two grading schemes - one "normal" one and another which was basically just taking your grade on the final exam and not counting anything else. That latter option actually saved me one time, but that's because I was astronomically lazy in that class and didn't do anything (didn't even show up to some quizzes, I think, when two quizzes added up to an exam). I definitely think that giving students the option is good, though, because if you asked me which I'd want I will always choose the small incremental tests over one huge test.
Practicality 11y ago
I always thought the time requirement was the breaking issue. If you could decide when you are ready for the test, would it matter which test style was used? It's forcing students to learn on a fixed schedule that causes both issues. If they could go faster on easier topics and slower on harder ones, all this pressure goes away. You still have to learn it, but you take then test when you are ready, whenever that is. Whether this is with small quizzes or with a final exam, I think the ability to practice and be sure you are ready would take away all the worries. Of course, the incentive to go faster would be that you graduate sooner. But you want good grades, so you go slower. With guidance any student should be able to find a good pace.

by zo1 11y ago

Folcon 11y ago

I have to wonder, if the outcome we are interested in is whether students understand the material, can't we do both? Some optional mid point tests, where the student can chose to keep the grade or bet it all on that final assessment? I mean tests only exist to convince us that they know the material. Why does it matter how it works, beyond the test being an accurate reflection of their understanding?

jsharpe 11y ago
Why not both? Some of my favourite classes have said, "Highest of midterms + assignment marks or final exam mark."
- lifeisstillgood 11y ago
  Now that is brilliant
- starfis 11y ago
  Almost all of my computer science classes had two grading schemes - one "normal" one and another which was basically just taking your grade on the final exam and not counting anything else. That latter option actually saved me one time, but that's because I was astronomically lazy in that class and didn't do anything (didn't even show up to some quizzes, I think, when two quizzes added up to an exam). I definitely think that giving students the option is good, though, because if you asked me which I'd want I will always choose the small incremental tests over one huge test.

Practicality 11y ago

I always thought the time requirement was the breaking issue. If you could decide when you are ready for the test, would it matter which test style was used? It's forcing students to learn on a fixed schedule that causes both issues. If they could go faster on easier topics and slower on harder ones, all this pressure goes away. You still have to learn it, but you take then test when you are ready, whenever that is. Whether this is with small quizzes or with a final exam, I think the ability to practice and be sure you are ready would take away all the worries. Of course, the incentive to go faster would be that you graduate sooner. But you want good grades, so you go slower. With guidance any student should be able to find a good pace.