Based on the readings, it appears to me that grading is a very complicated part of teaching. I understand what test anxiety can do to a student and their potential on tests.
I found the sections on constructing a test very interesting. In particular, disciplines that use problems for their tests have challenges if they use problems for their test. Both from the reading and personal experience, I know setting up the problem correctly can be 3/4 of the problem and if it is done incorrectly, you will not be successful in completing the problem for the right solution.
I thought the idea of setting up the problem as the question without requiring them to calculate was a good point. To me, if a student is struggling setting up problems, this is a great time to either set a time to work one on one with the student and/or possibly find them a tutor. I guess I would look at it as a student learning and how can I accomplish that as a teacher. Sometimes taking a step back and reviewing the teaching process, I believe the solution will present itself.
The wonderful essay questions pose another challenge for both teacher and student. If I were using an essay question for a test, I would make sure I had specific points that were required in the answer to assist in weeding through the paragraphs of answers. There is a perception that on an essay question you can write your way through the problem and may not ever answer the question. I feel setting the expectation and requirements for answers may eliminate some of these perceptions and equip students with the necessary tools to answer the questions.
I liked the idea of grading in teams. Sometimes a fresh set of eyes reading material can be just what a teacher needs. It just sounded like a great idea.
I really apprecaited the section on coping with test anxiety. I personally suffer from this and can literally put myself into such a state that I end up with a racing heart rate and utlimately can't function well enough to even take the exam at the appropriate time. I will actually take this information and apply it to myself in both capacities as an instructor and student.
I enjoyed the section of the article where the author discussed counting off for late papers. I understand time management and deadlines, however, when a person works full time and attends school, time is managed by work. I personally have a very demanding position supervising student staff which keep the building open from 5 - 11 p.m. during the week and until 1 a.m. on both Friday and Saturday night. We have been hit pretty hard with absences with the current flu going around and my job requires those slots are filled. I may have all the good intentions in the world and two sick students turn my world upside down.
I found many helpful things within the article that I will take forward when I am in a teaching capacity. It appears that once you develop your own teaching philosophy and style, it is a good practice to assess teaching. Student learning is a key component of the programs we offer and that is where I am involved in a teaching capacity. It is a little different than actual classroom time, however, we still work on teaching skills to the students.
The critical points recapped on page 171 of the article were very informative and great tools. I found the article quite enjoyable.
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