TEACHSOC: Re: grading quizzes

[Del Thomas Ph. D.]

I don't see how multiple choice can give evidense of higher order cognitive process.   I'm not sure  what we mean by all the different "thinking" labels.  I use shape as it is measureble, etc.  If all testing has advantages and disadvantages  why noy use some other method as the basis for evaluation? Then how are thinking and learning adopting material related?  Should we expect both? Del klausner wrote: Of course. Even multiple choice type exams can "measure" some of the higher order cognitive processes. It depends on the nature of the questions,naturally. I prefer to use diverse multiple ways of evaluating students' understanding of concepts, theory, etc. All testing modalities have advantages and disadvantages. Del Thomas Ph. D. wrote: Del Roberts, Keith wrote: Several good suggestions have been made on this question. One possibility is to come to class the first day, offer several possibilities, and have the students briefly discuss and then vote on which approach will be used. In the syllabus, it can say something value like "daily preparation: xx points", and the options that they would discuss and vote on are on a separate sheet. This discussion becomes part of "negotiating the contract for the course" on the first day and gives the students some sense of ownership, since they had in-put. Keith