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Re: calculus-based physics final exam



One of the 'skills' learned after years of teaching is to be able to write
(and more importantly grade) a test to get just about any average score you
want. This is most easily done using problems and/or 'essay/short-answer'
questions rather than multiple choice. The trick is in the 'credit' given
for incorrect work. I can now get a B- average on just about any test
regardless of difficulty. This skill allows you to get the assessment
information you want without too much bruising of student egos (or you own
for that matter). There will be the occasional anomaly but that's where the
'square-root curve' {sqrt of student score x sqrt of perfect score} can
smooth things over. ;-)

Rick

*********************************************************
Richard W. Tarara
Professor of Physics
Saint Mary's College
Notre Dame, Indiana
rtarara@saintmarys.edu
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Free Physics Educational Software (Win & Mac)
www.saintmarys.edu/~rtarara/software.html
Energy 2100--class project
www.saintmarys.edu/~rtarara/ENERGY_PROJECT/ENERGY2100.htm
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----- Original Message -----
From: "John S. Denker" <jsd@MONMOUTH.COM>


It is only a slight exaggeration to say that any
students who have sufficient endogenous motivation,
pacing, and confidence don't need to come to your
class at all ... they can learn the material straight
out of the book.

If you think that the predominant purpose of the
test is to evaluate the students, then sure, go
ahead, set the median score at 50%.....

But realize that you are paying a high price for
this evaluation. You are probably losing most of
an opportunity to convey information about the
subject matter. What's worse, you are conveying
misleading information about the pacing, providing
negative motivation, and reducing their confidence.

One of the first things I ever did as a teacher
was to assign a hard test. I was thinking about
my needs for evaluation/information. I wasn't
thinking about the students' needs.