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On Mon, 02 Jul 2001 11:26:57 -0400 Michael Edmiston <edmiston@BLUFFTON.EDU>
writes:
>..................... And I agree that "period" can
have multiple
> meanings. The students who answered period when I was expecting > wavelength were not being clever or astute; rather they were being careless > and/or hadn't been paying attention during virtually all aspects of the > course. > Frankly, it makes me angry when a student doesn't study or otherwise > doesn't learn the material, screws up on an exam, than suddenly becomes > very academic about the meaning of words and tries to get credit on a > technicality. The time to be academic was before the test, not > after it. .......... > Michael had made some excellent points and I am sure that
most of us
would agree with him in all respects. I remember having the same
attitude
when I first started teaching physics but, after a few years I
learned from a
gret physics teacher, Noah Rosenhouse, that student learning can be
GREATLY
enhanced by a little giving on the part of the teacher.
Whenever students would seek credit for unanticipated answers
to test questions, Noah would ask the students to
justify their answers
in writing together with a bibliography of the source materials that they
consulted. Students who did so had their test grades raised by several
points.
The few extra points that the students were given counted for very
little, if any,
increase in their final grades. However the extra learning that the
students
gained when preparing their reports, made a great difference in their
understanding of Physics.
Herb Gottlieb from New York City
(Where reevaluating a test score can sometimes provide a great motivation
for learning)
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