I'm finally done with the continuation exams for the year, and I'm pretty darn close to figuring out what courses I've got to teach this semester.
THIS close now.
I wonder how fair the continuation exam system is to students, though. Due to the number of students taking the continuation exam typically being a low fraction of the number of students taking the class, it's quite common to switch from written to oral for the continuation exam. From an administrative point of view, this rules, because you don't need to hire exam guards for the day, and it's much less taxing on the central administration.
But is it fair to the students to use two different kinds of exams when we know full and well that they (the students) respond differently to oral and written exams and have different expectations with regard to the outcome and process? I'm not so sure that it's fair, although I certainly don't set out to screw someone over. Next year I think I'll just have both exams written, just to see how that works out. Still; the students opting for the continuation exam - either through choice or by necessity - have got two extra months of study time.
I just can't win here, can I?
THIS close now.
I wonder how fair the continuation exam system is to students, though. Due to the number of students taking the continuation exam typically being a low fraction of the number of students taking the class, it's quite common to switch from written to oral for the continuation exam. From an administrative point of view, this rules, because you don't need to hire exam guards for the day, and it's much less taxing on the central administration.
But is it fair to the students to use two different kinds of exams when we know full and well that they (the students) respond differently to oral and written exams and have different expectations with regard to the outcome and process? I'm not so sure that it's fair, although I certainly don't set out to screw someone over. Next year I think I'll just have both exams written, just to see how that works out. Still; the students opting for the continuation exam - either through choice or by necessity - have got two extra months of study time.
I just can't win here, can I?
Posts
6 comments:
Do you want cheese with that whine?*
Exams never gonna be fair. For several reasons expect the continuation exam problems. For example, in a written exam, a student may misunderstood how much is required for a full score and hence not showing his/her full potential, the student may not perform optimal that day (due to illness or other things), lucky selection of problems on the exam, the handwriting may have a subconscious affect on the grading, the difficulty level of the exam may change for year to year, being the first class for the lecturer or being the first class that takes a new subject may be an disadvantage (no old exams to check out, for instants), etc, etc.
But I don't really see how the current system with exams can be replace by something much better or greatly improved when it comes to a fair grading of the student. On the other hand, grades are only a part of the skills needed when the students enter their professional work life.
*That's how it's done, W-meister.
LOL; yeah - I kinda' balls'd it up a couple of times there when I tried the cheese/whine schtick. Kudos on not screwing that up.
What you write is all good and well, but here the comparison is within the same class - separated in time by two months. Would it be better if the exam form was identical for those two sets of students?
..and truth be told, I don't put much stock in the time-tested "The exam was SO much harder this year, dude. I would've gotten an a, but the bastard teacher rephrased the questions and so I got a K."
....solving exam questions from previous tests without performance pressure, time restrictions and access to a solution manual can't be compared to the real thing.
You take ~30 exams through an MSc (at least) and if you're caught unaware on more than 10% (being generous here), odds are you're not as prepared as you thought you were, and "bad luck" has nothing to do with it. If more than one instance of "bad luck" occurs within the same semester, this is doubly true.
..and truth be told, I don't put much stock in the time-tested "The exam was SO much harder this year, dude. I would've gotten an a, but the bastard teacher rephrased the questions and so I got a K."
Different areas of the curriculum in the exam from year to year could make it slightly more or less difficult.
Could be an error in the exam that slips by the QC and has to be corrected on the day of the exam, giving the students less time.
And of course, I improve my grade in IT at the university without reading more, so sometimes there is a difference in difficulty from year to year, mostly minor.
You take ~30 exams through an MSc (at least) and if you're caught unaware on more than 10% (being generous here), odds are you're not as prepared as you thought you were, and "bad luck" has nothing to do with it.
Yes, it averages out, so the overall grades are OK. But we're talking SINGLE exams here, and how to make them more fair/ equally difficult.
Would it be better if the exam form was identical for those two sets of students?
Yes, but still not completely fair. As you say, those student have had 2 extra months of studying. And they have two chances to make a good grade. And sometimes the continuation exam is slightly easier then the original one (the teacher hopes everybody passes the second time, so he/she won't have to make yet another exam). Etc, etc, etc.
Call me brown-nosing Anders, but I think we do agree here: The system we have aren't perfect, and it's hard to make it much better. But small adjustments may give minor improvements in fairness.
And of course, I improve my grade in IT at the university without reading more, so sometimes there is a difference in difficulty from year to year, mostly minor.
LOL..I remember that..however; I also seem to recall that on your first attempt, you kinda' sprinkled your answers with some choice comments which may or may not have affected the final outcome.
I should know - I have done the same thing with abysmal results.
But we're talking SINGLE exams here, and how to make them more fair/ equally difficult.
Not the way I pictured it. Rather, I want to make the exam as difficult/simple for the students taking the regular route as for those opting to go for the continuation. So; two exams.
As you say, those student have had 2 extra months of studying. And they have two chances to make a good grade. And sometimes the continuation exam is slightly easier then the original one (the teacher hopes everybody passes the second time, so he/she won't have to make yet another exam). Etc, etc, etc.
Actually; that kinda' works bopth ways, as some might make the continuation exam MORE difficult for precisely the reasons you mention
...you kinda' sprinkled your answers with some choice comments which may or may not have affected the final outcome.
Are you saying that I got it in the shorts because the person grading it didn't gave an objective evaluation of the exam and gotten the top grade on attempt one? Dang, life isn't fair!
But we're talking SINGLE exams here, and how to make them more fair/ equally difficult.
Not the way I pictured it.
Sorry, type-O. I meant a single subject, two different exams (Be it regular vs continuation or one semester/year vs the next). My bad.
Actually; that kinda' works bopth ways, as some might make the continuation exam MORE difficult for precisely the reasons you mention
Well, as long as there is a difference in difficulty, it's not gonna be fair. e.g. how bout those who missed the regular exam due to illness/pregnacy or whatever. They may not have an extra two months. Just can't win this one.
Post a Comment