The format of the exams was mixed: a few short-answer questions, mostly asking about concepts; a few short essay questions asking the students to apply material from the lectures to case studies we discussed in class; and some multiple-choice questions to assess their knowledge of significant details.
The questions weren't that hard. If a student came to class and stayed awake he shouldn't have a problem with any of them. The results:
Most of the students did well on the multiple-choice questions.
About half did okay on the short-answer questions, while the other half had difficulty.
(Sample question: What is an information system? List and briefly describe the components of an information system.)Almost all of them struggled with the short essay questions.
(Sample question: In the Maine Medicaid case the state of Maine was attempting to implement a new web-based information system to process Medicaid payments and help improve HIPPA compliance. Evaluate the risks of the project and the key risk factors. Describe the steps you would take to control the risk.)These are not exactly rocket-science type questions. They simply ask the students to apply what they have (supposedly) learned to a specific context. Isn't that what happens in the real world?
We had a review session before the exam. I gave them examples of the type of question on the exam. I even dropped a couple of great big hints about what to study. And yet their collective performance was very disappointing. All I can conclude is that 12 years of public schools and 4 years of college have taught them how to take multiple-choice exams, but not much else.
Did I mention it was an open-book exam?
Sigh ... I feel the need for a Shiner ... many, many Shiners...
3 comments:
It's convenient that whenever I am second guessing my educational choices for my kids, you post something that encourages me that what we are doing is a good thing. All my kids' final exams, except math, are essays. If nothing else, they are learning to write. Here is a sample of the IB History exam.
It is funny to think that a prof is having to consume Shiners after grading, realizing that your need for beer was probably influenced by your student's level of consumption.
But you teach, and that is so important.
They are lucky you have the patience and the committment to it, even if they do not appear to as well.
Thanks to both of you for the encouraging words. Sometime in the next few days I'll post a follow-up.
P.S. - Harper, that's a great exam. More importantly than learning to write, it should help your kids learn to think.
Post a Comment