open-book final

scott meissner smeissne at ATLAS.MCKENDREE.EDU
Mon May 4 19:33:14 EST 1998


One course I had allowed students to bring in a blue-book
with ANYTHING written in it.  It was a freshman chemistry
course, so we all copied our table of the elements!  I 
would suggest this approach since it requires students to 
actively summarize the material and determine what is
important to write down.  Having the entire book to use
can be overwhelming, and a temptation to some to study less,
since they assume that they could look it up.  In my
chemistry course we all handed in our blue-books with the
exam, the professor and the teaching assistants looked at
them and there was a bonus given to the best blue-books, it
was just a few points but it was incentive!  
	If you allowed your students to each bring in their
own blue-books then they would each have to summarize the 
course in their own book.  

Scott T. Meissner
Division of Science and Mathematics
701 College Road, McKendree College
Lebanon, IL  62254
e-mail:  smeissne at atlas.mckendree.edu


On 4 May 1998, Grant R. Cramer wrote:

> Hi gang,
> 
> I am considering an open-book final for my Plant Physiology class. Are
> there any pro and cons that any of you have experienced with this kind of
> exam? If I do it, then I would focus questions on more the difficult form
> of questions dealing with synthesis and integration of the material rather
> than memorization. Do you have any suggestions of types of questions along
> these lines? Is there a web page with examples of plant physiology exam
> questions?
> 
> Thanks,
> 
> Grant
> 
> Grant R. Cramer
> Associate Professor
> Department of Biochemistry, Mail Stop 200
> University of Nevada,
> Reno, NV 89557
> Phone (702) 784-4204
> Fax (702) 784-1650
> email: cramer at med.unr.edu
> web page: http://BIOCHEM.MED.UNR.EDU/faculty/grant_c/
> 
> 
> 
> 




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