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- W103601762 abstract "The traditional way of motivating students and assessing whether they learn is to give examinations. Successful teaching without exams requires the use of alternative structures that are at least as effective for both motivation and assessment. Three of the courses that I teach regularly have no exams, and I rely on written and oral assignments both as learning tools and as a means to motivate students and assess their work. Each week, the students in these classes prepare one or two written or oral assignments in which they integrate data and readings, make comparisons with what they have learned previously, take positions on issues, and so on. Written assignments typically form the basis for group or class discussion or oral presentations.Frequent written and oral assignments accomplish the following. First, the assignments require that students process information in ways that are more significant and sophisticated than is possible on conventional exams. Second, students are forced to engage the material before most class meetings, rather than putting it off until the night before the exam. Third, the on-going requirement of written and oral work keeps students working on a regular basis. Far from being simply an adequate substitute for the examination system, frequent written and oral assignments dramatically improve the level of both engagement and learning in my courses." @default.
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- W103601762 date "1996-09-01" @default.
- W103601762 modified "2023-10-18" @default.
- W103601762 title "Teaching Without Exams – The Challenges and Benefits" @default.
- W103601762 doi "https://doi.org/10.5408/1089-9995-44.4.366" @default.
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