Well, then, Jim, there are a few problems. If the quality of tests vary
from prof to prof, and most are not really prepared--trained--to offer
academic exams other than those they took as students--the valued
reflection of the grade leave something to be desired, certainly not
absolute. Second, you are assuming that all grade getting is equal. Yet,
it does not take into account such variants as what is calculated into the
grade: short-answer tests, essay exams, experiential projects, research
papers, attendance, class participation, curving, doubling, dropping, etc.
Third, how does a test reflect retention after the test is taken or the
class is over? After all, to students what constitutes importance in a
class is determined whether it will be on the test or not. Learning, real
learning, is seldom a consideration. And finally, I would submit that
what most are told constitutes academic success has to be seriously
scrutinized. To say that taking notes, writing a research paper, taking
an exam, and getting a grade gives someone academic success is like
reading a book on bicycling, closing it, and saying, "I can do that." Of
course, then, "real learning" becomes involved in an understanding of what
constitutes academic success.
Make it a good day.
--Louis--
Louis Schmier www.therandomthoughts.com
Department of History www.halcyon.com/arborhts/louis.html
Valdosta State University
Valdosta, GA 31698 /~\ /\ /\
229-333-5947 /^\ / \ / /~\ \ /~\__/\
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