Meredith - Reading Notes #6

I don’t know how to feel about the chapters by Lang and Davis that discuss cheating (Davis, Ch. 38; Lang, Week 9). Perhaps I am naïve because very few of the examples offered by both authors were familiar to me. Therefore, I was left with an unsettling realization of the numerous ways that students can cheat. Fortunately, both authors provide suggestions for how to deter students from cheating. Davis emphasized teaching students what cheating is and how plagiarism is defined (p. 348-349). In addition, both authors suggest assigning specific topics for written assignments so it is more difficult for students to cheat (Davis, p. 351; Lang, p. 205). In regard to exams, Davis mentioned using different forms of the exam, changing exam questions, assigning random seating, and being attentive during the exam (p. 354). I would be interested in hearing classmates’ experiences with these techniques when teaching. Is it significantly more work to have two versions of the test? Do you feel awkward walking around while students are taking an exam?

I appreciated the suggestions about test construction offered by Davis (p. 371). Constructing an exam that contains an appropriate amount of questions in order to effectively assess knowledge but that is short enough to allow students to complete it seems like an art that requires substantial practice. I think the topic of constructing exams deserves further discussion by the class since most of us will need to write exams at some point in our careers. I imagine none of us want our students to all fail an exam because it was poorly written.

I did not agree with the suggestion Davis mentioned about providing students answers to an exam immediately after it is taken (p. 380). This actually goes against my personal preference for immediate feedback but I think providing answers in the same class period could be problematic for several reasons. First, it would require that all students wait in class while everyone finishes the exam, which likely would not be effective use of their time. Second, having an answer key in the classroom while the test is being taken contradicts earlier suggestions by both authors regarding the need to eliminate anything that may tempt a student to cheat. Third, I think there is a lot to be said for students looking the answers up on their own after they leave the class. This allows them to highlight the answer in their notes so they remember to thoroughly study that information for subsequent exams (like the final).

Davis also explained different grading practices and offered strategies for grading (Ch. 43, 44). I had to read these chapters a few times before I understood the differences between standard- and norm-referenced grading. I would really like to discuss these concepts further because I think it would be helpful for all of us to have a better understanding of which approach may be best for us to use in the courses we are developing. Also, when might it be more appropriate to switch to a different approach?