Re: Test Writing

[Rick Tarara <rtarara@SAINTMARYS.EDU>]

Student griping over grading will always be a headache.  However, as you
gain more experience, and come to understand the material better (this takes
time and several passes through the material), you will become more adept at
pointing to their specific errors.  For example, the real/virtual image
answer is simply wrong.  We CAN see virtual images--this is what a
magnifier, a telescope, a microscope actually produce.  We actually seldom
see the real images, especially those produced by lenses, unless we form
then on a screen.

Don't argue with students about answers...especially in class.  If their
questions relate to the understanding of the concept, then go over it.  If
they really want to argue...have them do that in private.  Use your
authority in the classroom to prevent the bickering.  I make it clear that
when we go over a quiz (which I do immediately after collecting it), we can
discuss the answer in terms of understanding it, but will not argue over
their answers or whether it was a fair question or not.  Of course I can
fall back on 'trust that after 20+ years of teaching this material, I have a
good reason for asking the question.'   ;-)

Rick

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Richard W. Tarara
Professor of Physics
Saint Mary's College
Notre Dame, IN 46556
rtarara@saintmarys.edu

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----- Original Message -----
From: "Tina Fanetti" <FanettT@QUEST.WITCC.CC.IA.US>
To: <PHYS-L@lists.nau.edu>
Sent: Tuesday, April 30, 2002 7:53 AM
Subject: Re: Test Writing


> I would prefer not to give multiple choice tests, however, there has been
some friction over the essay/short-answer questions.
> My tests are about 1/3 multiple choice, 1/3 short answer essay type
questions, and 1/3 problem solving.  or some combination depending on the
class and material.
> With the short answer/essay questions, I find the students are not
specific enough sometimes.  Another problem is students aren't clear.  and
then of course I have students who can not write a coherent sentence.
> Example:
> On the last test I asked students to explain the difference between a real
and a virtual image.
> Student answered:  You can see a real image.  You can't see a virtual
image.
> I took off points for this because it is not fully correct.
>
> I handed back the tests and the arguing began.
>
> I explained what the correct answer was and what were ranges of acceptable
answers.
> Student was like that was what I said.  I responded no you left out some
key point, like can be formed on a screen.
> He was like well, you know what I meant.  I said no I don't know what you
meant.  I only know what you wrote down.  Student continues to insist his
answer is correct enough.
> I finally say if a real image is something you can see, if I close my eyes
and can't see, is everything a virtual image.
> But this is what happens.  I give partially credit, I let things slide,
and I get well you know what I meant from the students.
> Tina
>
> Tina Fanetti
> Physics Instructor
> Western Iowa Technical Community College
> 4647 Stone Ave
> Sioux City IA 51102
> 712-274-8733 ext 1429