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Re: Use of exams.

At 12:29 PM 12/5/96 -0500, you wrote:
Does anyone else see this as excessive pandering to students--regardless of
the test outcomes?

Rick Tarara
----------
I agree, it SOUNDS like pandering, but

A few years ago, the valedictorian at my High School wan not a quick
thinker, but she was accurate and logical thinker. I was happy to give her
the time that she needed.

On the other hand, those kids who do not do well are deprived of the
excuse that they did not have enough time.

From: Jim Diamond <jimd@calvin.linfield.edu>

We have a campus "Learning Center" where students who feel that they need
alternate testing conditions can go and take a test under supervision,
provided that they fill out paperwork ahead of time. It is a bit of an
extra chore for the teacher, since it is up to the instructor to arrange
with the learning center staff how to get the exams back and forth. I
tell
all of my students about this option, and about 1/3 of our general
~~~~~~~~~~~
chemistry class elects to do this. It has been my experience that only
rarely does time really make a difference. The students who get 35% on a
exam get 35% even if they have all day to work on a one-hour test.




Richard M. Langer
Physics Teacher
Gateway High School,
5101 McRee Ave.
St. Louis, MO 63110
rlanger@dtd1.slps.k12.mo.us