INTENSITY²
Start here => What's your crime? Basic Discussion => Topic started by: Calandale on August 03, 2007, 04:29:31 PM
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So, I designed my first test recently,
and it got me to thinking about a number
of issues. I guess the big one is the purpose
of testing.
Obviously, it's largely to evaluate, but I think that
a good test should provide an opportunity for
learning, as well. Hence, I spent time going
over the answers with my class, even though
they are done with that section, and will not
be tested on it again. Which got me to thinking
about the final, wherein I shan't have this chance.
I wonder whether I wasted their time (but why are
they taking a class - if not to learn?), or did them a
favor. If the latter, should I have scheduled the final
earlier (not that this would be allowed), and offered
to go over the results? As though they'd even have
shown up for this.
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you need to read up on normative and summative tersts, then. welcome to the real world of teaching.
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I kinda had to hack the class together in
a hurry, and had merely followed what
was done previously. Which I am seeing
was pretty piss-poor. The guy used a
damned test bank - and one which
was filled with trivial questions.
Ah, maybe it's just the nature of this
class, but what the fuck do they need
an instructor for, if it's just what is normally
presented?
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make a test where all the answers are D: all of the above.
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So, I designed my first test recently,
and it got me to thinking about a number
of issues. I guess the big one is the purpose
of testing.
Obviously, it's largely to evaluate, but I think that
a good test should provide an opportunity for
learning, as well. Hence, I spent time going
over the answers with my class, even though
they are done with that section, and will not
be tested on it again. Which got me to thinking
about the final, wherein I shan't have this chance.
I wonder whether I wasted their time (but why are
they taking a class - if not to learn?), or did them a
favor. If the latter, should I have scheduled the final
earlier (not that this would be allowed), and offered
to go over the results? As though they'd even have
shown up for this.
Cal, you did them a favor. If they have learnt nothing, then they shouldnt have been given credit for it. If they are hopeless students, then its not your problem, its theirs.
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Cal, you did them a favor. If they have learnt nothing, then they shouldnt have been given credit for it. If they are hopeless students, then its not your problem, its theirs.
Ah, they're not hopeless. I'm not too great a teacher.
Some are good, but there are a couple who just don't
bother showing.
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Cal, you did them a favor. If they have learnt nothing, then they shouldnt have been given credit for it. If they are hopeless students, then its not your problem, its theirs.
Ah, they're not hopeless. I'm not too great a teacher.
Some are good, but there are a couple who just don't
bother showing.
I am sure you will improve. At that level they should be finding things out for themselves, anyway.
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I am sure you will improve. At that level they should be finding things out for themselves, anyway.
Yeah, but they shouldn't have to be paying for this
crappy class, in either case. Not the amount that they
are. Nothing to do with me here.
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I am sure you will improve. At that level they should be finding things out for themselves, anyway.
Yeah, but they shouldn't have to be paying for this
crappy class, in either case. Not the amount that they
are. Nothing to do with me here.
I would like to be taught by you, you seem more than intelligent enough for me. If Durham has an opening, I will let you know, assuming I get in. How much your students pay is a matter for the institution, not you.
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I am sure you will improve. At that level they should be finding things out for themselves, anyway.
Yeah, but they shouldn't have to be paying for this
crappy class, in either case. Not the amount that they
are. Nothing to do with me here.
I would like to be taught by you, you seem more than intelligent enough for me. If Durham has an opening, I will let you know, assuming I get in. How much your students pay is a matter for the institution, not you.
Intelligent isn't the only issue. In fact, it's pretty minor.
Knowledge is important, but even more is the ability to
deliver it properly. This I need to learn.
And you're right, it's just that this shouldn't even be
a university class. And I can't believe how hard a time
some of the students are having. I mean, really working
at it, and not getting it. Makes me sad.
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I am sure you will improve. At that level they should be finding things out for themselves, anyway.
Yeah, but they shouldn't have to be paying for this
crappy class, in either case. Not the amount that they
are. Nothing to do with me here.
I would like to be taught by you, you seem more than intelligent enough for me. If Durham has an opening, I will let you know, assuming I get in. How much your students pay is a matter for the institution, not you.
Intelligent isn't the only issue. In fact, it's pretty minor.
Knowledge is important, but even more is the ability to
deliver it properly. This I need to learn.
And you're right, it's just that this shouldn't even be
a university class. And I can't believe how hard a time
some of the students are having. I mean, really working
at it, and not getting it. Makes me sad.
They may work harder if you make them stand at the front of the class and demonstrate, and then when they get stuck work them through it. Its an old fashioned technique, but it works. As for what i look for in a teacher, all i really care about is the knowledge. If they are intelligent but crap at teaching too, then i tend to get on with them better, mainly because I get most of the attention. I would agree what you were teaching isnt uni level, seeing your test.