Is lying to our students the best practice?
While reading the section Creating and Troubleshooting Grading Methods, When Your Test Doesn't Work, I was horrified to learn that your best advice to me was:
Sometimes as you are working late into the night on an exam, the brilliance of your mind is reflected in your test questions. Unfortunately that "classic exam" of which you are so proud at 2:00 am may miss the mark when it is actually given. You can't just throw it out because from then on, your students will claim that each exam is bad and should be thrown out. What you can do is record the scores from the first exam, tell the class how disappointed you are in their scores and that you are going to give them another chance on another exam. You then rewrite the exam, review the materials with the class and give the new exam.
Am I understanding correctly that the CEE suggest that I lie to my students, not take responsibility for my actions, tell them that they scored badly and then make them test again?
I think that’s dishonest on so many levels.
Hi Pamela:
I think this section is less about "lying", and more about what to do if a test doesn't pan out like you had hoped.
Do we throw out a test, or restructure it? The best practice is to be flexible, restructure exam methods as needed, and consider what's best for the ultimate learning and outcomes for our students.
Regards, Barry
Hi Jeff:
One way to avoid students bombing the test is to give them an idea of what to expect (within reason).
Also, if your institution allows, you can also consider staggering traditional testing methods with something like an open book exam.
Regards, Barry
Definitely see your point! Let's be honest. Sometimes the instructor may believe that they have done an absolutely fabulous job of presenting the material and the students "bomb" the test. If the majority of the students fail, then I assume the responsibility as their instructor. Obviously, something didn't click. You may tell the students that you are disappointed but the instructor should develop a plan of corrective action. It probably will require reteaching the material in a different way, peer teaching, etc. My response is BE HONEST!
I dont think lying is the best practice. I think there always we can word things to make things smooth but never lying.
You could give them partial credit on correcting the ones they missed, have them work in groups to find the answers, so many other things to let them know that maybe your "intro" exam was suited more for graduate work while giving them a chance to learn the material.
I think it comes down to being prepared. We teach our students that they must be prepared for our class, yet we are going to be unprepared and make up a test at 2 am. Lets be role models and have the test done ahead of time.
An interesting point...that skipped by me as I read through the material.
Thank you for taking the time to share it.
Pamela,
I was also surprised to read that comment. I think a little honesty, and humility goes a long way. Students make mistakes, instructors make mistakes, and I think owning up to the mistake is a good teachable moment.
I agree that it has to be done carefully, but telling students that they did horribly and that you're disappointed, when you know you shoulder most of (or even a good portion of) the blame seems dishonest at best.
Michael
