Yes, I have a take-home component in almost every test I set now - and
they are VERY effective I feel (in meeting my goals anyway). In fact, in
some classes I have given solely take-home exams (along with papers and
assignments) and have given the students specific instructions to work
together or look for help anywhere. They're harder to write admittedly,
and not every one I've written has been a success, but I know that they
have really worked well in assessing and teaching the students at the same
time.
I had a few reasons for going that route:
I reached a point where I felt that in-class testing was really achieving
nothing - students weren't learning anything (that they didn't immediately
forget anyway) and I wasn't able to really assess them on using the math
because the really good application problems were too long and
complicated to set as part of an in-class test.
I felt that even though I was setting homework and hand-in
assignments the students weren't on the whole placing enough importance on
them - if they couldn't do a problem immediately they either worked
backwards from the answer, read the solution manual or just blew by it.
And even though I set up study groups etc they weren't really talking to
each other about their math. And lets face it, math is not an everyday
immersion like history, english etc, so if they don't talk to each other
they're probably not talking at all. Which they need to.
And of course there's also the issue of students with test anxiety and
math anxiety - in-class tests just work against those students.
In summary, basing assessment entirely on in-class tests just wasn't
getting at what students were learning.
I've found that take-home tests have pretty much addressed these problems.
I've got to admit that I've become somewhat "known" for my tough
take-homes. When I first tell students that a substantial part of their
grade (any where from 30% to 70%) is based on take-homes they think its a
real deal, but by the end of the course most say it would've been less
work to do in-class testing only. Which I like to hear! I find
I get to ask really good, interesting questions in an attempt to get the
students really thinking and debating. And students feel compelled to do
their best generally, because its a test. I can tailor to student
interests a little - as well as insert my own adgenda (questions on
ecology etc.) My long term aim is to develop questions that will make
them go out and access other resources (internet, library) if possible.
Cheating is a complete non-issue. In fact one of my students got her
tutor to do her test - the reason I found out was because she was
swearing about the tutor having got some of it wrong! (And the tutor was
a former math teacher.)
Anyway, obviously I could rave forever. They probably don't work for
everyone but until I think its the way to go myself.
On Thu, 26 Sep 1996, Robert Garry wrote:
> Does anyone have experience with the use of take home exams?
>
> Do you think they are effective?
>
> What about cheating?
>
> I would be interested in your thoughts, wisdom and anecdotes.
>
> Many Thanks,
>
> Robert Garry
>