Diane,
I think that you missed the point. In an academic environment, does it really matter when during the course a student masters the material. If we give a mid-term test on material covered during the first part of the course and a student fails but demonstrates understanding of the same material on the final, isn't that what really matters. Unfortunately often our grading systems are designed to expect the students to master the material on our schedule instead of by the end of the course.
I agree with Barry that the true test is how they can apply the knowledge gained in the classroom. Unfortunately, we have to grade them based on their performance while in the classroom and that grade should be based on what they learned, not when they learned it.
Hi Diane:
The medical profession, with all it's specialties and physiological procedures and activities is probably the greatest example when perfecting or achiving a certain level of performance absolutely matters, because mstakes or inaccuracies could have serious consequences.
By contrast, a literary poetry course may allow great levity in what consitutes "mastery", depending on the assignmet or criteria for compliance with the assignment. Many other art-related course might also fit this category as well. For instance, I have heard singers that created a great sense of emotion, while other singers, although technically superior, did not evoke that sensation in me, performing the same piece. In this specific case, I think "mastery" has to be defined by the teacher, and there could be much variance.
That said, I'm reminded of a quote from Yo Yo Ma (world class cellist) who practices his cello 6 hours a day. He said " If I miss one day of practice, I can tell a difference. If I miss two days of practice, my audience can tell a difference!"
Regards, Barry
I think it matters very much, especially in the medical field. If a student hasn't mastered the material there can be dangerous consequences.
Diane Hensley
Hi William:
I think quizzes and tests, projects and writtten papers, presentations and related instructional strategies are all a part of organized education and really can't be generalized simply.
We use grades and points to assign grades which are supposed to represent learning. In general, I think studies would suggest that better grades are associated with better performance. But I also recognize there are students who are weaker in academic work, but excel in the practical, hands on skills labs, extern or clinical settings, or work settings.
Of course certain professions are by necessity going to require a minimal level of performance becasue of the safety required to the general public or consumer regarding physical/legal/cultural/societal consequences. Licensing, credentialing, and/or cerifying agencies often govern these protections to the public.
The only real test of knowledge or learning is when it applied in some way, most typically in the workforce. So I could summarize this point by stating that in any given profession or work setting, there is going to be certain facts, theory, and applications that exist and are applicable to that specific environment. To the degree these must be practiced to remain successful, then that is the degree to which the student must demonstrate competence.
Regards, Barry
