The students answer concept questions such as "Explain why '-x is a
negative number' is generally a false statement." This is a follow-up
question after using the absolute value formula to compute absolute values.
I follow up the take home test with shorter in-class tests/quiz or verbal
quizzing. The key is to hold the student responsible for the information.
The take home test works very well in the Calculus-Diff EQ sequence. In
those classes, I can give a very tough take-home test then structure the
in-class portion to be a combination of skills testing and conceptual
questions about the take-home test. Because of one incident in the past
where students let another student sign-on to their take-home part without
doing the work, I sometimes put in a grading policy that a student can make
no more than one letter grade higher than their individual in-class test
scores. I have used this model in Trig through Diff Eq.
In the levels below Trig, I have many different grading schemes--involving
project, papers, quizzes, journals and tests.
Martha
>I agree wholeheartedly. Take home activities are only valid if they are
>designed for that intention. I would like to hear more details from
>those writers who say they have been *quite successful* using take-home
>tests. I too have noted that my students perform far better on take-home
>tests than on in-class tests. Unfortunately, too often I find students
>who can not even begin to talk intellingently about a problem that was
>completed accurately and with perfect clarity on their take-home. SOMEBODY
>is doing well on these take-homes. I'm just not sure it's the students
>who are actually enrolled in the class.
>
>Dan Galvin
>Educational Opportunity Program
>SUNY Cortland
>Cortland, NY
Martha Haehl
Maple Woods Community College
2601 N. E. Barry Rd.
Kansas City, Missouri 64156
(816)437-3147