Science Teaching Reconsidered A Handbook (1997) / Chapter Skim
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Chapter 6: Testing and Grading
Chapter 6: Testing and Grading
Pages 39-46
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From page 39... ...
GRADING SPECIFIC ACTIVITIES Laboratory activities involve aspects of reasoning, teamwork, experimental design, data acquisition and recording, data analysis, discussion, interpretation, and reporting. One way of grading labs (Kandel, 1989; Joshi, 1991)
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From page 40... ...
asks students to prepare and submit their lab reports on-line. The computer checks and grades the quality of input data; performs and displays the necessary calcu lations; checks and grades students' calculations and accuracy of the re sults; generates a grade report; and displays the grading scheme used.
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From page 41... ...
College conducts a seminar for faculty teaching in the Freshman Seminar pro THE WHY AND HOW OF TESTS gram, to help them learn to teach writing to new students and to evaluate students' Ideally, tests measure students' achievement of the eduassignments. They suggest assigning a cational goals for the course, and the test items sample the percentage to the various categories content and skills that are most important for students to learn.
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From page 42... ...
offer a sample multiple choice questions and understand of multiple choice questions for a limited number of chemis common misconceptions and errors well try concepts, in which the answers are pictorial representa enough to construct suitable multiple- tions of molecular events. Although you may find it difficult choice questions without going through to develop an appropriate set of possible answers (see sidebar the preliminary step of giving free- on multiple choice tests)
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From page 43... ...
On an open-book test, students who lack basic knowledge may waste too much time consulting references and searching for information. Although open book tests tend to reduce student anxiety, some research has shown that students do not necessarily perform significantly better on open-book tests, and that open-book tests seem to reduce students' motivation to study (Clift and Imrie, 1981; Crooks, 1988)
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From page 44... ...
, how faculty members view grades depends a great deal on their values, assump tions, and educational philosophy. For example, some faculty members con sider their introductory courses for science and engineering majors to be "weeder" classes designed to separate out students who lack potential for future success in the field and they assign grades accordingly.
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From page 45... ...
Many teachers find steady improvement throughout the semester. Alternatively, it easiest and most uniform to grade all some instructors offer students a chance to drop a weak exam students on a particular question at the grade, replace it with their performance on a comprehensive same time.
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