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- W103611491 abstract "Yet we spend more time thinking about the what than the how. We spend relatively little time on designing our evaluations of students—on deciding about appropriate forms of evaluation and their content. Most of the faculty I know quite frequently spend less time writing an examination than they spend developing a single class lecture. The same neglect is evident in our professional discourse about evaluation, and especially traditional testing. Years go by without any articles in Teaching Sociology on evaluating students. The rare or article on evaluation addresses “different” or “innovative” approaches to teaching and evaluating students -- the use of journals, observation assignments, etc. These are sometimes valuable but almost all of the teachers I know, including those who use alternative approaches, nonetheless rely heavily on traditional examinations (tests). “Traditional examinations” come in three main flavors: out-of-class essays (takehome exams), in-class essays and in-class “objective” tests. You can look a long time for articles on these -- the literature by sociologists for sociologists is extremely sparse. Even the ASA Teaching Resource Center booklet on “Methods of Evaluating Student Performance” (Turk, 1982) generally ignores the traditional examination. An exception to this neglect is a very helpful and thoughtful chapter on “Evaluating Student Achievement” in Goldsmid and Wilson (1980)." @default.
- W103611491 created "2016-06-24" @default.
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- W103611491 date "1992-01-01" @default.
- W103611491 modified "2023-09-27" @default.
- W103611491 title "Teaching With Testing: Some Notes on Evaluation of Students 1" @default.
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