Carol, I've given a homework assignment after this where similar material is covered and they have to demonstrate mastery of the concepts or material. I have also included some key issues from the first test on the second, with the guide that those who did poorly on that first test (and these key questions) but who do well on the familiar items from the first test will get additional corrective points added to that first test. I am finding that many in my evening class of Personality are likewise not doing more than passive flipping of pages (if that) before the exam. They have essentially told me that they usually get by with easier re-gurgitate questions frm other instructors. I advise them on study strategies, reward evidence of improvement, and reward full attendance and involvement in class exercises and demos. That's more than enough opportunity. Just some thoughts, Gary
Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] >>> "DeVolder Carol L" <[EMAIL PROTECTED]> 10/12/2008 1:19 pm >>> I recently gave an exam in my 300-level Brain and Behavior class, and my students bombed it. I mean really bombed it--every last one of them. For various reasons that don't matter, I do take the blame for it. I have been distracted and not doing a good job of teaching the course. That doesn't excuse the students from reading the text and knowing the material; it's basic but important stuff such as action potentials, lobes and their function, etc., but it can be difficult without help. My question is this: This particular exam is worth 20% of their grade; they have 2 more exams, a paper, and activities, each worth 20% of their grade (the activities sum to 20%). How can I correct for my part of their lousy performance? I feel we need to move on (the semester is nearing its midpoint), but I don't want them to go away from this course without understanding the material. Should I repeat coverage of the material and retest them? Should I give them a take-home assignment over it? Should I discard this test and work the material into their activities? I've never really had this happen before (thank goodness) and I don't want the students to suffer from my lousy job of teaching. What would others do? Thanks, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
