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Ditching the Note Cards

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There is, I think, an important distinction that needs to be made between certain types of knowledge and certain types of evaluative procedures. If you read last weeks post you’re probably up to date about my big test and my note card usage. What you might not be up to date about are my thoughts about said evaluation. Currently, I’m studying for a somewhat lengthy multiple choice test evaluating what I think of as memorized knowledge: “Match this to that,” or “Which of the following don’t belong?” or “What year did this event take place in. The problems with this … Continue reading →

Short Answer 2

Last week I wrote a post examining the joy of the short answer question instead of the mulitiple choice answer. I’ve always felt that limiting answers is a really boring way to demonstrate knowledge (particulalry in the digital age of answers at your fingertips). Multiple choice questions also don’t allow the student to demonstrate their own unique knowledge about a subject. While I’m certainly able to teach a class I’d be missing out if I only let my own ideas grace the classroom. The students have a way of keeping things up to date. How would I know if they … Continue reading →

Terrible Weather

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If you read my last post I talked about trying to get out of the house and into a local coffee shop to do some (largely) distraction free reading and writing. As this was supposed to be an everyday occurrence I should, by this time, at least have a couple of experiences to share with you in order to encourage your own use of the summer months to brush up on any independent (or perhaps even for a course) work you might need or want to be doing. Alas, I cannot. Terrible weather has been keeping me from my planned … Continue reading →