How Are Final Exams Changing During the Pandemic?
The educational 12 months is winding down at colleges and schools, and a few instructors are rethinking their traditional strategy to closing exams to suit this unprecedented time.
At the North Penn School District, in Pennsylvania, closing exams now depend for not more than 10 % of scholar grades as a substitute of the traditional 16 %, in keeping with an article in the student newspaper there.
Earlier in the pandemic, one professor at Chapman University determined to interchange the conventional closing with a community-service undertaking infused with teachers. The professor, Stephanie Bailey, requested college students in her introductory physics course to pair up with a senior in an area nursing residence who was caught in quarantine. The college students had been tasked with instructing physics ideas they’d realized to their aged dialog companions.
At Elon University, in the meantime, astrophysics professor Anthony Crider has been attempting to make his closing exams extra experiential. He felt that spending the closing three hours of the semester on a quiet written examination missed the alternative. “One of the most depressing things that happened when I was teaching regular astronomy was I’d have a great semester, and I’d be giving a multiple choice exam in class, and students that I really grew to care about would walk out of the class [as they finished] and sort of whisper, ‘goodbye.’ And that’s the last I’d ever see of them,” he says. “That just seemed like a terrible way to end the semester.”
He argues for what he calls “epic finales” as a substitute of ultimate exams. “You could do something much more engaging, or boisterous or creative.”
He mentioned he has nothing in opposition to conventional assessments, however he doesn’t suppose that must be the final three hours that instructors spend with their college students.
For one in all his previous “epic finales,” Crider created a statue of a mysterious monolith that he left in the center of the classroom, with no clarification. He had left some clues, associated to class materials, that college students then needed to piece collectively to unravel the puzzle of the statue’s that means.
But this semester, Crider discovered himself firming down his traditional strategy, on the perception that college students had been “tired of surprises.” Instead, for his 15-person course in Galactic Astronomy, he arrange non-compulsory night classes on astrophotography, and for every session that college students attended, they had been allowed to take one fewer part of a five-section examination. The examination was a standard one, with no monoliths or different riddles.
During the three-hour examination, Crider arrange two garden chairs exterior, and requested college students to sit down with him for about 10 minutes as they got here out of the take a look at and simply chat with him about what they acquired out of the semester and about their plans for the summer season. Because the size of the examination ended up being completely different for every scholar, and there have been simply 15 college students in the class, he acquired a couple of minutes of high quality time with everybody. And because it was exterior, they even acquired to take off their masks, and Crider mentioned typically it was the first time he’d seen these college students with out their masks.
And he did have one small shock. He gave everybody a alternative of sweet, both a Milky Way, a Milky Way Dark, or a Starburst. It’s an astronomy class in any case.
“That was the right way to spend that last three hours,” Crider advised me.
Dive into the concern on this encore episode of the EdSurge Podcast, with an replace on what’s modified as the pandemic lets up. Find it on Apple Podcasts, Overcast, Spotify, Stitcher, Google Play Music, or wherever you hearken to podcasts, or use the participant on this web page.