> I scanned in all the slides and converted them to jpg's. The slides 
> were presented randomly within each section and periodically they were 
> quizzed about various identifiable features. The students had to get 
> at least 85% correct to progress.

With my background in Biology, I can appreciate that! I always thought my Micro 
professor had the absolute best testing model ever. You could go take your exam 
any one of three nights. Each student got a completely random set of questions 
so you couldn't possibly copy off someone else. Immediately after handing in 
your exam you could get the answer key to your personal test and sit down and 
see exactly what you got wrong. If you wanted to try for a higher grade, you 
could go home, study those areas you were weak in, and return a second and even 
third time to take another exam, with a completely different set of questions. 
Your highest grade was the one that would count.  

On the flip side was my Pathogenic Bacteriology course, where the tests were 
basically the handouts with blanks inserted in various places. Even if you put 
something into the blank that made total sense, you still got it wrong if it 
wasn't what was on the stupid handout. So you basically didn't have to study 
from the $100 textbook at all, just memorize the silly handouts (which just 
were a simple summary of each days topic) and you would pass. Testing methods 
like that drove me crazy, and I was so annoyed after having bought that 
expensive text book for no reason that I decided to make a point and study 
*solely* from it for my final exam. I did so poorly as a result that I got a 
"D" for a final grade. I got very tired of explaining that grade to employers 
after graduation. ;-) 


--- Mary Jo





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