Timeline for How should feedback be given for "silly mistakes" on an exam
Current License: CC BY-SA 3.0
5 events
| when toggle format | what | by | license | comment | |
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| Jan 24, 2022 at 16:10 | comment | added | aqua | It reminds me of an exam where we had to calculate the height of some filling in a column. The correct calculation lead to a filling higher than the containing column, meaning that the setup is not possible. Apparently, this was not done by mistake by the teachers - but since all of our practice questions were plausible, everybody was looking for problems in our their calculations... | |
| Nov 8, 2017 at 3:39 | vote | accept | Fraïssé | ||
| Oct 28, 2017 at 12:34 | comment | added | aparente001 | ... that critical thinking is important and should be practiced explicitly, and (b) it helps us deal in a positive way with test anxiety. Test anxiety can lead a smart, capable, skilled student to turn in a certain amount of nonsense, which the next day that same student would see through in a heartbeat. So when I look over an exam, I try to see the forest as well as the trees. If a reasonable proportion of the work turned in on the exam shows solid skills and reasoning, I'm basically happy, even if there is an element of kwatsch -- to quote my German spouse. | |
| Oct 28, 2017 at 12:29 | comment | added | aparente001 | This is an interesting point, and it leads me to the idea that a well designed exam could include some specific critical thinking problems of the type "What's wrong with this picture?" I'm actually starting to see that type of problem regularly in the New York State math curriculum ("EngageNY") for middle and high school, where the exam shows "Here's what Hani wrote in response to such-and-so problem; is his reasoning correct or not; explain your point of view." I like the idea of separating this out for specific problems that focus on this, because (a) it helps students see... | |
| Oct 28, 2017 at 9:32 | history | answered | Federico Poloni | CC BY-SA 3.0 |