Bring Back the Blue-Book Exam

https://www.chronicle.com/article/bring-back-the-blue-book-exam

by diodorus • 11 months ago

85 121 11 months ago

sarchertech4• 11 months ago

This is the obvious solution to chatgpt essays. You could also just add more lab sections to CS classes, and force students to do assignments with no access to AI.

When I took physics we had weekly 3.5 hour lab sections. That should be enough for most CS assignments.

SoftTalker3• 11 months ago

The lab sections were enough time to run the experiments. Writing up the lab report took additional time outside of that, at least that's how my lab sections went in school.

girvo2• 11 months ago

Yep, absolutely the case for my labs.

xqcgrek2• 11 months ago

How do blue book exams translate to real world problems the students will encounter?

Why not open book + AI use exams, because that's what students will have in their careers?

acbart2• 11 months ago

There are many subskills that you must be proficient in without tools, before you can learn more interesting skills. You need to know how to do multiplication by hand before you rely on a calculator. If you can't do multiplication with a calculator, you're not going to be able to make sense of the concepts in Algebra.

petra303• 11 months ago

I doubt they’re talking about entry level maths.

mlloyd• 11 months ago

There are also many subskills not worth learning to some people. Sometimes traversal is what's needed and not understanding. (Though I'm never going to knock gaining more understanding)

Tools allow traversal of poorly understood, but recognized, subskills in a way that will make one effective in their job. An understanding of the entire stack of knowledge for every skill needed is an academic requirement born out of a lack of real world employment experience. For example, I don't need to know how LLMs work to use them effectively in my job or hobby.

We should stop spending so much time teaching kids crap that will ONLY satisfy tests and teachers but has a much reduced usefulness once they leave school.

superposeur• 11 months ago

Yes, totally. Relevant study: https://www.media.mit.edu/publications/your-brain-on-chatgpt...

sdwr• 11 months ago

Are multiplication and long division by hand really necessary skills?

I never need to "fall back" to the principles of multiplication. Multiplying by the 1s column, then the 10s, then the 100s feels more like a mental math trick (like the digits of multiples of 9 adding to 9) than a real foundational concept.

noosphr5• 11 months ago

Algebra has nothing to do with long hand multiplication, people who say otherwise can't do either.

We know, because we taught computers how to do both. The first long multiplication algorithm was written for the Colossus about 10 minutes after they got it working.

The first computer algebra system that could manage variable substitution had to wait for Lisp to be invented 10 years later.

add-sub-mul-div• 11 months ago

Because a tradeoff of relying on calculators means the average person can't do simple math on their own. It would be bad for society if a crutch for general thinking dulls those skills the same way calculators dulled home economics skills. In theory people could pull out a calculator at the grocery store but I've never seen it happen.

repiret• 11 months ago

I don't know what you mean by "home economics", but to me, that encompasses things like balancing a checkbook and making a budget and taxes and understanding how savings and debt and compound interest works how to choose when to save and when to go into debt. The sort of money matters that apply to any schmuck trying to live in the world. The reason so many people lack those skills is that for the most part we don't teach them in high school. Calculators have nothing to do with it.

Thank god we still teach quadratic equations, complex numbers, hyperbolic trig functions, and geometric constructions though. I don't know what would become of the world if most people didn't understand those things when we set them loose in the world.

parpfish• 11 months ago

most exams aren't about solving a problem, it's about demonstrating that you've learned something.

nxobject5• 11 months ago

Sadly, I think that's what's going to be lost in the switch back to exams: the ability to assess someone's ability to iteratively solve a problem or craft a thesis.

benbreen• 11 months ago

Exactly, this is the reason why I struggle with this sort of solution to the problems we are all facing in education currently. On the surface it seems to make sense, but the blue book exam is entirely artificial and has basically no relationship to real world skills (subconsciously, even the quality of student handwriting handwriting could influence how graders assess blue books). Even leaving AI aside, anyone writing anything nowadays is using Google and Wikipedia and word processors, so why constrain those?

Oxford and Cambridge have a "tutorial" system that is a lot closer to what I would choose in an ideal world. You write an essay at home, over the course of a week, but then you have to read it to your professor, one on one, and they interrupt you as you go, asking clarifying questions, giving suggestions, etc. (This at least is how it worked for history tutorials when I was a visiting student at an Oxford college back in 2004-5 - not sure if it's still like that). It was by far the best education I ever had because you could get realtime expert feedback on your writing in an iterative process. And it is basically AI proof, because the moment they start getting quizzed on their thinking behind a sentence or claim in an essay, anyone who used ChatGPT to write it for them will be outed.

SoftTalker3• 11 months ago

It really boils down to: are universities trying to teach abstract knowledge, or are they trade schools?

If they are trade schools, yes teach React and Node using LLMs (or whatever the enabling tools of the day are) and get on with it.

nxobject5• 11 months ago

Even leaving AI aside, anyone writing anything nowadays is using Google and Wikipedia and word processors, so why constrain those?

And the library, and inter-library loan (in my case), and talking to a professor with a draft...

lokar2• 11 months ago

As a CS student I rather enjoyed the blue book essay exams in my classics courses.

And it did teach and evaluate skills I’ve used me entire career.

jbreckmckye• 11 months ago

Not sure how it is these days, but at Cambridge, supervisions (what Oxford calls tutorials) did not contribute to our examination / tripos scores. They were just a learning aid.

nine_k• 11 months ago

The problem is not that a student can ask AI for answers. The problem is that the student has to have an idea what questions to ask.

For that, the student must have internalized certain concepts, ideas, connections. This is what has to be tested in a connectivity-free environment.

furyofantares• 11 months ago

In fact, why teach the material at all?

altairprime5• 11 months ago

Can’t use AI on a date, or at a dinner party, or during a board meeting.

Faking intelligence with AI only works in an online-exclusive modality, and there’s a lot of real world circumstances where being able to speak, reason, and interpret on the fly without resorting to a handheld teleprompter is necessary if you want to be viewed positively. I think a lot of people are going to be enraged when they discover that dependency on AI is unattractive once AI is universally accessible. “But I benefited from that advantage! How dare they hold that against me!”

noosphr5• 11 months ago

Can’t use AI on a date, or at a dinner party, or during a board meeting.

I get the same "you won't always have a calculator with you" vibes from 90s teachers chiding you to show your work when I hear people say stuff like this.

cyberax• 11 months ago

Can’t use AI on a date, or at a dinner party, or during a board meeting.

Challenge accepted. One possible solution: https://github.com/RonSijm/ButtFish

slipperydippery• 11 months ago

They’re proof you learned the topic well enough to coherently write a very-few pages about it. That’s what they’re for.

Making them open book + AI would just mean you need “larger” questions to be as effective a test, so you’re adding work for the graders for basically no reason.

philwelch• 11 months ago

If there weren’t differences between the educational environment and the workplace, that would be the same as if you just dumped people straight into the workplace with no education. For education to be useful at all it has to be distinct from the “real world” and optimized for learning. One way of optimizing for learning is to make the student solve the problem the hard way, so the student understands the entire process and not just the parts that are harder to optimize.

viccis2• 11 months ago

Would you let a second grader take their spelling test using a word processor with a spell checker?

lokar2• 11 months ago

So we just give up on direct reading comprehension and critical thinking?

girvo2• 11 months ago

For the same reason I wasn’t allowed my extremely powerful SAT solver calculator in my maths exams (for high school and first year uni where it would’ve helped):

Because I was demonstrating that I understood the material intrinsically, not just knew how to use tools to answer it.

nxobject5• 11 months ago

As someone whose college papers always went through multiple drafts, I genuinely hope that the "joy" the author feels doesn't get in the way of teaching writing skills.

And, as someone who got paid minimum wage to proctor tests in college, I couldn't keep a straight face at this:

The most cutting-edge educational technology of the future might very well be a stripped-down computer lab, located in a welcoming campus library, where students can complete assignments, by hand or on machines free of access to AI and the internet, in the presence of caring human proctors.

I think the author's leaning heavily on vibes to do the convincing here.

sarchertech4• 11 months ago

We had a math lab where you could go do your math homework and the majority of the student assistants were great. Same with the undergrad lab assistants in physics labs.

op00to• 11 months ago

Writing labs exist. What’s the existence of tutoring and assistance have to do with anything?

pessimizer• 11 months ago

I think the author's leaning heavily on vibes to do the convincing here.

I have no idea what you're trying to express in your comment, so who's using vibes?*

Were you triggered by the word "caring?" A waiter usually cares that the people they're serving have an enjoyable meal. It doesn't mean that they love them, it means that they think the work of feeding people is purposeful and honest (and theirs.)

-----

[*] It's certainly not in the words; I don't know what made you angry about "joy," I don't know why you think the author does not teach writing skills in "communications," I don't know why the fact that you went through multiple drafts in writing school papers is relevant or different than anyone else's experience. Maybe that's over now. Maybe I actually don't care if you use AI for your second and further drafts, if I know you can write a first draft.

nxobject5• 11 months ago

Why would you assume I was angry? (Where is your snark coming from?)

Drafting and redrafting a cumulative course paper, as well as iteratively honing a thesis, is a writing skill.

I would argue it as important than demonstrating recall and interconnection of the material. It is being lost if long-term work on papers is being replaced with 3-hour blue-book essays.

That is why I thought it was relevant. That's it.

mlpoknbji2• 11 months ago

The commenters lamenting this trend presumably have not given a takehome assignment to college students in recent years. The problem is huge and in class tests are basically the only way to test if students are learning. Unfortunately this doesn't solve the problem of AI assisted cheating on in-class exams, which is shockingly prevalent these days at least in STEM settings.

refulgentis3• 11 months ago

I'm curious, how is AI assistance on an in class exam even possible? I can't picture how AI changed anything from, say, post-iPhone. i.e. I expect there to be holes in security re: bathroom breaks, but even in 2006 they confiscated cell phones during exams.

I guess what I'm asking is, how did AI shift the status quo for in class exams over, say, Safari?

i_am_proteus2• 11 months ago

People bring in second phones: one to have confiscated, one to use on the exam.

A common mode I have seen is phone in lap, front-facing camera ingests an exam page hung over the edge of the desk. Student then flips the page and looks down for the answer.

bigmattystyles• 11 months ago

Kaplan (?) seems to have this figured out. When I went in for GREs 15ish years ago, it felt like going into a minimum security prison. I could see those being popular as interview centers. Big company pays some company certified to provide AI free certified interview rooms.

everybodyknows• 11 months ago

Why would anyone downvote this thoughtful question?

i_dont_know_• 11 months ago

I feel like these kind of things push us as a society to decide what exactly the purpose of school should be.

Currently, it's been a place for acquiring skills but also a sorting mechanism for us to know who the "best" are... I think we've put too much focus on the sorting mechanism aspect, enticing many to cheat without thinking about the fact that in doing so they shortchange themselves of actual skills.

I feel like some of the language here ("securing assessments in response to AI") really feels like they're worried more about sorting than the fact that the kids won't be developing critical thinking skills if they skip that step.

Maybe we can have

belinder• 11 months ago

Sure school is for acquiring skills, but it's also day care. A place to keep children during the day so their parents can work, especially in a society where more and more the expectation is that both parents work.

bdowling• 11 months ago

The article is about college-level education, which is primarily about ranking students in order of who should get the best entry-level jobs. If technology is disrupting the effectiveness of that ordering function, then something needs to change.

viccis2• 11 months ago

The current system "sorts" the students who "developed critical thinking skills" out from the ones who didn't put in effort. If there's no expectation that they'll be sorted thus, then the vast majority won't (and right now don't) bother with developing or exercising those skills. Usually they'll just put all their effort into the one or two classes they have that actually make them demonstrate mastery of the material.

neonate• 11 months ago

https://archive.ph/Gn0sO

wrp2• 11 months ago

Survey question: To what extent did blue book exams go away?

When I started out (and the original Van Halen was still together), blue book exams were the norm in humanities classes. I've had narrow experience with American undergrad classes the past 25 years, so I don't have a feeling for how things have evolved.

ipcress_file3• 11 months ago

I've never stopped using them, with the exception of the pandemic year, when we were forced to run online exams.

Why replace a system that generally works well with one that introduces additional potential problems?

MikeTheGreat3• 11 months ago

Same here.

Online instruction / learning can work for some people, and that's good.

I don't understand how anyone ever thought that an online exam could be made secure. There's just no way to ensure that the person who registered for the course is the one taking the exam when you don't control anything about the hardware or location, when students have a wide variety of hardware that you must support, and any attempt at remove video monitoring of the exam immediately runs into scalability and privacy issues. Like, even if you're watching a video of the person taking the online exam, how do they prove that they didn't just hook up an extra keyboard, mouse and (mirrored) monitor for person #2 to take the exam for them while they do their best to type and/or mouse in a convincing way?

It also doesn't help that you periodically get students who will try to wheedle, whinge, and weasel their way into an online exam, but then bomb the in-person exam (it's so strange and totally unrelated that they really, really wanted to take an online exam instead of in-person!).

Ok, I'll stop ranting now :)

jccalhoun• 11 months ago

I was an English major and Math minor in the 90s and I used them for one class - a history general studies requirement. All the essay tests in my other classes were on letter sized paper with blank space for us to write in.

wrp2• 11 months ago

You raise a good point. I've assumed that "blue book exam" is used as a generic term for in-class tests that consist of just essays, not necessarily using the physical Blue Books that you buy at the campus bookstore.

BrenBarn• 11 months ago

I'm not sure, but I used them as recently as 2019. (Well, not a blue book per se, but a printed exam where students handwrote their answers on the provided sheets.) I'm pretty sure some faculty never stopped using them except when forced to by online classes. (Incidentally, increased pressure to offer more online classes is a worrisome combination with increased AI-aided cheating.)

CompoundEyes• 11 months ago

There are schemes happening in interviews too. I've been doing many technical interviews for a senior role with off shore candidates lately. They come to me after passing a challenging online test that has controls to check for browser focus lost, opening new tabs etc. I think it may require a camera to be on too. Even with that more than half of the candidates can't code.

Our interview usually starts with them breathlessly reading from a script out of the corner of their eye. I'm ok with notes to make sure you hit some high points about yourself even in person. Nervousness shouldn't disqualify a talented person. But with the coding part I've gotten exasperated and started asking these senior candidates to share their screen and do a fizz buzz exercise live in a text editor in the first few minutes. If they struggle I politely end the interview on the 15.

One candidate cheated and it was interesting to watch. In the time I sent the message in Zoom and them sharing their screen, just a few seconds, they had either queried or LLM-ed it on their phone or another computer, had someone off screen or in the same room listening and sharing the answer on another monitor or something else. Whatever it was they turned their head slightly to the side, squinted a bit and typed the answer in Java. A few syncopated characters at a time. When asked what modulo was they didn't know and couldn't make any changes to it. It was wacky. In retrospect I think it was them reading the question out loud to an LLM.

I'm waiting for the candidate who has someone behind them with the same shirt on pretending to be their arms.

OptionOfT• 11 months ago

They come to me after passing a challenging online test that has controls to check for browser focus lost, opening new tabs etc.

These are the absolute worst.

You're taking people out of their comfort zone (highly customized IDE like JetBrains / VSCode / Vim) which cause them to lose shortcuts and decently working intellisense. Yes, my TypeScript in my projects is configured in such a way that I get way more information from the compiler than the standard config. After all, you're testing my ability as a software engineer, not a code monkey, right?

In this very uncomfortable place there is no way of asking questions. Yes, sometimes stuff is ambiguous. I rather have someone who asks questions vs someone who guesses and gets it right.

The testing setup is horrible too. No feedback as to what part of the tests fail, just... fail.

No debugger. No way of adding log messages. When was the last time you've been in that situation at your workplace?

All under the pressure of time, and additional stress from the person that they really NEED a new job.

Oh, and when you use compiled languages, they're way slower than say TypeScript due to the compilation phase.

And then even when your score (comprised of x passed tests and y failed tests) is of passing grade there is a manager out there looking at how many times someone tabbed outside of the window/tab?

Where am I supposed to look up stuff? Do you know all of this information by heart: https://doc.rust-lang.org/std/collections/struct.BTreeMap.ht...

Which reminded me that one time I used a function recently stabilized, but the Rust version used was about 8 versions behind. With that slow compilation cycle.

/sigh.

twic2• 11 months ago

The flip side is that the expectation is not very high. The interviewer knows you're not working in a proper professional coding environment, so they don't expect proper professional code. They do expect you to be able to produce basic working code without those tools, and to think about the problem, which does not require tools.

lispisok• 11 months ago

Have you considered using onshore candidates instead?

Mountain_Skies2• 11 months ago

Management would prefer that cheap labor burn the company to the ground than pay a fair wage. It's something more perverse than simply saving money.

Syzygies• 11 months ago

One can't have an informed opinion on this without witnessing how grading a college exam takes place, first hand.

Grading a stack of blue books is a "just kill me now" brutal experience. A majority of cognitive effort is just finding the page for the next problem to grade, with finding the answer another delay; any programming language with this kind of access latency would stay a "one bus" language. So of course professors rely on disinterested grad students to help grade. They'll make one pass through the stack, getting the hang of the problem and refining the point system about twenty blue books in, but never going back.

With stapled exams one problem per page one can instead sort into piles for scores 0-6 (if you think your workplace is petty, try to imagine a sincere conversation about whether an answer is worth 14 or 15 points out of 20), and it's easy to review piles.

When I had 200 linear algebra exams to grade at once, I'd scan everything, and use my own software to mark and bin one question at a time, making review passes a pleasure. I could grade a 10 question final in one intense sitting, with far more confidence in the results than team grading ever gave me.

ipcress_file3• 11 months ago

I think problem number one is that you had 200 exams to grade.

downrightmike• 11 months ago

The children yearn to learn. And the admin cuts costs.

kkylin2• 11 months ago

This is not an uncomon situation in e.g., math departments across the US. Luckily I've not had to grade more then 60-70 in a single term, or ~200 but a select number of problems in a large course.

Also, second stapled exams with prescribed spaces for answers. So much time wasted just looking for where the answer is.

armchairhacker2• 11 months ago

It doesn’t have to be a book, it can be a cheap laptop without internet.

smelendez2• 11 months ago

Probably someone will build and sell a dirt cheap laptop with nothing on it except a basic word processor for this purpose.

It’s still a hard problem though. If the students have the laptops outside of the testing site, they can load cheating materials on them, or use them to smuggle questions and answers out if the test is used in multiple class sections. You realistically will not lock down a laptop students can take home sufficiently that some people won’t tamper with it.

Otherwise you have to have enough laptops to get each student a wiped and working machine for every test, even with lots of tests going on. And students need to be able to plug them in unless the batteries are rigorously tested and charged, but not every classroom has enough outlets. And you need to shuttle the laptops around campus.

Then you need a way to get the student work off the laptops. You probably want the student to bring the laptop up when done and plug in a USB printer. Anything else, like removable media, and you have to worry about data loss or corruption, including deliberate manipulation by students not doing well on the exam, and students claiming what got graded wasn’t what they meant to hand in. And you still have to worry about students finding a way to deliberately brick their laptops and the inevitable paper jams and other hardware failures, especially an issue when students need to leave on time to get to another class.

So you need systems that are cheap but reliable, tamper-resistant but easy to diagnose and maintain, robust against accidental data loss but easy to reliably erase, able to export data and install security updates without letting students surreptitiously input data, and heavily locked down while easy to use for students with a wide variety of backgrounds, training, and physical abilities.

teeray• 11 months ago

The idea is the same: society needs AI-free enclaves to measure aptitude. How those are realized can vary, of course.

mlpoknbji2• 11 months ago

This problem is solved by software like gradescope. Makes grading extremely fast and much more consistent (because of easy rubric adjustments on the fly). This is more concerning a STEM exam, admittedly I don't know how well this works on humanities essays.

kkylin2• 11 months ago

Gradescope partially solves the problem. There are certain kinds of questions that are more amenable to rigid rubrics (e.g., techniques of integration in a beginning calculus course) where the space of correct solutions is rather limited. Once the material gets more advanced, the space of correct (and partially correct) solutions gets really large, fast. One could design exam questions to restrict the solution space, but sometimes at the cost of testing real understanding. Also, at that point giving partial credit with Gradescope-style rubrics is not always straightforward (not impossible, but not trivial).

hollandheese• 11 months ago

Huh? Blue books are typically used for essays and are graded whole.

I've never seen anyone attempt blue books for anything else.

rubidium• 11 months ago

I used them in graduate physics courses 2008-2010

SoftTalker3• 11 months ago

Late 1980s blue books for almost everything that wasn’t multiple choice. The other style was multiple pages, with large “show your work here” areas below each question.

kjkjadksj• 11 months ago

Speaking as someone who has graded in grad school, the general advice is to look at a few questions before you start dishing out points so you can refine your internal rubric. Going back is also done because that is easier than having a student show up at office hours and ask why sally only got marked down 3 points for the same mistake on question 5.

Mountain_Skies2• 11 months ago

One of my history professors would watch horror movies while grading history essay exams. Have to give him some credit for not taking the easy way out with scantron multiple choice test, requiring long form essays to demonstrate understanding of not just historical events but also their impact.

spicyusername• 11 months ago

If learning is the goal, and we just learned that we need to do more work to provide an experience conducive to learning, then the cost for learning just increased.

First, its interesting to see a situation where a new technology INCREASED the cost of something.

    Grading a stack of blue books is a "just kill me now" brutal experience.
    When I had 200 linear algebra exams to grade at once

Second, this is alluding to one of the dimensions along which that cost is going to be born, staffing. If its too many papers to grade, then more staff are needed to grade them.

We're probably not going to get that, though, and instead the cost increases, the funding stays the same, so the quality will decline to compensate.

So it goes...

Balgair• 11 months ago

You make a great point here. The quality of the grader may be higher with an AI than a stressed out grad student.

It's long been known that a longer essay answer is more likely to get a higher grade. And yeah, having been a student and a stressed out grad student, after about the 20th exam, only length is the real signal of grade.

Other comments point out that with the prices of tuition these days, students should be expecting a lot higher quality of feedback (grading) than what they are getting at any random R1.

It really does seem that the University system (as opposed to the college-esque system) is broken and that the additional AI fears are just another log on the already collapsed bridge. We're getting over the wrong thing.

euroderf• 11 months ago

If you try to blow thru all the books in one pass, it's grossly unbalanced for the head and tail, and many books in-between.

I did it in three passes - which might be all in one session or might be broken into smaller sessions. First, skim them all for spelling & grammar mistakes, with a red pen. Second, read them all (but not too deeply) to identify where they make key points, with a green pen. At this point you have a really good handle on the general level of accomplishment. Third, take a blue pen and comment them and grade them.

siliconc0w• 11 months ago

The other side is with AI tutoring, you don't even really need exams. You have a constant real time map of where the student is strong and where they're weak.

xphos2• 11 months ago

But like you don't have that because AI will lie to you but kindly. People who are learning don't have the tools to point out those types of mistakes yet either so they will learn things the wrong way. Not to say teachers dont teach the wrong thing most of math is learning the wrong way only to later distill the right lesson but I think the automation of it is much worse

umbra073• 11 months ago

You can literally just system-prompt-fix that kind of problem though.

apparent• 11 months ago

When I was in school, some older students complained that tests were hybrid: you could handwrite or you could type. They complained that they had grown up before typing was as common and that it wasn't fair to let students type, since they could write much more. They argued for a word limit, which was denied.

Now we'll see the reverse, with students arguing that they can't handwrite effectively and need more time or whatever in order for exams to be fair. Hopefully handwritten exams will become the norm from grade school onward, so that this complaint will be rendered moot.

djoldman3• 11 months ago

It's hard to have any substantial sympathy for the troubles of teaching private US college and university students.

Given the absolutely wild increases in tuition, administrations should have massive resources to bring to bear to solving this and other problems.

The reasons they don't feel more like excuses than legitimate explanations.

bradleyjg• 11 months ago

These institutions are not about teaching students. That’s a fundraising exercise for their actual purpose. And even the actual purpose is under heavy stress from cancerous administrative growth.

secabeen• 11 months ago

The wild increases in tuition are for the nameplate price, not the actual price paid by median students net of grants. See pg. 12 here:

https://research.collegeboard.org/media/pdf/Trends-College-P...

Published tuition has gone up, but grant aid has matched it, making the net cost at 4-year public institutions to be flat, or even down slightly over the 10 year period. The same applies at private 4-year institutions, large increase in nameplate price, matched by large increase in grant aid, actual net tuition flat.

Expenditure data also show that they are not spending significantly more. See the chart at the end of this page, which gives expenditures in real, per-student dollars. They are up, a little less than 20% over 10 years, but half of that is increases in hospital costs of their associated health care systems, which have nothing to do with tuition. The rest is a mix of various activities of universities, much of which are not tuition-funded.

https://nces.ed.gov/programs/digest/d23/tables/dt23_334.10.a...

djoldman3• 11 months ago

Interesting. I'll have to dig into this more. Thanks for the links.

acbart2• 11 months ago

No no, that money goes to the administration. They are not involved in the teaching. That is left to the faculty, who are paid inverse to the amount of teaching they handle. Teaching is an afterthought at universities, the primary activities instead are research, building football stadiums, and paying for the revolving door of administrators.

calmbonsai• 11 months ago

I'm all for written exams, but not on the traditional physical Blue-Books. Just allow students to use traditional paper and then staple the exam to their answers as they're turning it in.

On the few occasions (3) I took one, I ended up "punching through" the paper every single time. I tend to write with high pressure and the paper quality is atrocious. Twice, the tares were so bad the book was partially de-bound.

On both occasions, when presented with a "torn/destroyed book" I had to show the proctor the "issues" and then, very carefully, hand-copy over everything into a new book in their presence--absolute PITA.

8bitsrule2• 11 months ago

Tests are not about technology or blue books.

The question is: what does an exam measure better: the aptitude or hard work of the student, or the creative effectiveness of the teacher?

I experienced this question firsthand one year. I taught a branch of math in the way I (remembered being) taught to a class of students who were not receptive to that approach. When I tested them, I was very disappointed.

After a few weeks of mulling, I went back to that branch with some new ideas about how to approach the topic. This time with a graphic rather than an abstract approach. More grounded in their likely life experiences. Almost immediately I started hearing "oh, now I get it!" and "well that's easy". Same test, but -much- better results. It wasn't their fault. What they taught me was invaluable.

Yes, exams measure the effectiveness of teacher presentations as much as they measure what students have learned. Good teaching is not a part-time job ... many students are ill-served by this approach. A person who resents teaching as a part-time burden is unlikely to shine at it. And students sense it.

Nor is good teaching a gift from the divine - any more than great lab technique, or crisp programming. Many teachers don't recite the same notes year-after-year, because they're 'good enough'. Their exam results help them to learn from their mistakes.

If the exams don't measure teacher effectiveness as well, then what does? What their paying students walk away with. Is it a treasure, or a wheelbarrow of dirt?

Bring Back the Blue-Book Exam

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