After the midterm
Students frequently complain that the kind of learning or knowledge asked for on exams is not the same that is asked for in lectures. On the other hand, most instructors would like exams to be more than simple tests of knowledge or ability and to be learning experiences in themselves. Two simple activities, one led by the instructor, one done by students themselves, can go a long way towards making the exam a more productive experience for all. The first, "What was on the exam," is from Bob Jacobsen of Physics, and the second "Three Questions for Students," is adapted from material by Ed Nufler of Idaho State University.
"What was on the exam?"
Bob Jacobsen, Physics
Introductory Physics is taken by a lot of grade-oriented students, who like to ask "Will this be on the exam?" Even though I always answer by stressing that our exam grading cares more about how they think about the problem than whether they could recall a specific formula, they don't really believe or even understand that.
So at the first lecture after the 1st midterm, I spend 50 minutes redoing the exam. I put each problem up on an overhead projector, and walk them through three points for each problem:
Why did I ask this? What were the big areas of understanding I was trying to assess? Why this particular question? What specific ideas, pitfalls, etc. were involved?_
What does a good solution look like? What needs to be commented on, what can be just written down, and what needs to be worked out? (If there's more than one way to do the problem, I'll walk them through the alternatives, show what a good solution looks like for each, and contrast the approaches)._
How did we grade? We grade on a 0-5 scale for each problem & part, ranging from 0 for "didn't attempt" to 3 for "all the ideas, not put together well" and 5 for "everything there, perhaps a minor error in math, but physics & problem solving strategy entirely right." I'll typically show a few examples of actual 3, 4 and 5 grades, talking about what the graders saw on each one. I make a point of showing an "imperfect 5": somebody who blew the algebra, but got a perfect score because the physics is right. I also show a "perfect 4": somebody who did massive algebra from recalled formulae, but didn't really demonstrate that they understood this physical situation, so didn't get the best possible score.
I spend about 5 minutes at the front of the hour and 5 minutes at the back of the hour talking about our goals for student learning in the course, and how the exams fit into that.
Typically, students change their approach to the material after the 1st midterm. They understand that they have to change their behavior from "maximal memorization" to really trying to understand the material, because we're serious about assessing that understanding on the exams. And it's the slow, point-by-point walk-through of the grading that convinces them we're serious.
"Three Questions for Students"
This exercise probably works best a day or two after exams have been handed back: that is, after students have had a chance to reflect on the exam and not just react to a grade.
Ask student to bring their graded exams to class, and then give them ten minutes to answer the following questions on 3 x 5 cards that you provide.
What did I do well on this test and why?
What did I do poorly and why?
What am I going to do about this problem the next time?
You can make this exercise casual, with no names attached, or you can make it a small percentage of the grade for the course. As a follow-up, you can, in the next class meeting, summarize their comments.
Adapted from materials by Ed Nuhfer, Center for Teaching and Learning, Idaho State University.
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