Measuring what, if anything, students have learned is rough. Almost painful even. There is really no win for the teacher. If you have them write papers, you have to read them. If you do short answer exams you have to read them and decide whether or not their fringe answer is close enough. If you do multiple choice/scantron exams you have to write the questions – which is worse than I would have thought.
BUT, you have more creative license when writing them – especially if every now and then you want to put a give-away answer in there. Here are a few for an exam coming up:
1. The mechanism that Durkheim describes as constructing the beliefs and bonds of a given group is:
e. Positive reinforcement in the form of limited distribution of chocolate.
2. Mr. Stroope pointed out that Hindu characteristics, beliefs, and actions are pervasive in India and that as a result:
e. It is easy for McDonalds to blend in and sell hamburgers as long as a picture of Ganesha is present.
3. Central to the spread and success of the Reformation was:.
c. Better farming practices that allowed more free time for reflection.
e. People had always known there was something unlikable about the Catholic Church.
4. A schism, pertaining to religious bodies, is when:
b. Cracks are found in the church’s foundation.
e. A denomination stops using one Bible translation and begins using another.
It looks like I run out of 'could be true' answers towards the end of questions (most of those are the 'e' option...). Also, I suppose I could actually defend some of those somewhat. Ehhh, I hold the answer key and that is that.
1 comment:
I'm glad you're the one who's responsible for writing tests...I would fail, all around.
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