Re: Exam do's and don'ts (formerly RE: Projectile Motion)

[Ludwik Kowalski <kowalskiL@MAIL.MONTCLAIR.EDU>]

I agree with Vickie, 100%. My students know that exams
problems will be very similar, but not identical, to those
assigned as homework or discussed in class. That motivates
them not to ignore assigned problems. I know that some
will try to memorize without understanding and I take every
opportunity to convince them that understanding is also very
important. Sometimes a problem is completely changed by
changing a single word or phrase. Those who understand
will realize the difference, those who do not will use a
wrong formulas or methods. A good place to illustrate this
is a problem session in class. (For example, ignoring
friction versus not ignoring it, or a converging lens
versus a diverging lens, etc.)
Ludwik Kowalski

"Frohne, Vickie" wrote:

> In this case, Tina, I concur with your department chair. Exams are for
> assessing how well students have already learned the material, and need
> to be designed with this goal in mind. Therefore, exam questions should
> be similar in content and style to questions that the students have already
> seen. Strive to assess their knowledge, not their innate ability. Don't use
> the exam to try to teach the students something new.