Approaching Examinations
We’re in Week 9 of teaching in the Autumn Semester at Maynooth University, which means we’ve got one eye on the forthcoming Examination Period, which starts on 10th January 2025. Examination papers have already been prepared in draft form, and are now being checked ahead of printing. A draft examination timetable has also been released to staff, but not yet to students in case it has to be revised because of clashes.
I’m still on schedule with both my modules to finish the actual content in time to do use the last week for revision classes, going through past examination papers and generally helping the students prepare for the ordeals of January. There is a continuously-assessed component of both my modules, which counts 20% of the overall grade. One purpose of these assignments is to give the students some practice at the sort of problems they might encounter in the examinations: if they can do the assignments, they shouldn’t be too fazed by the examination questions. The purpose of the coursework is not just about passing examinations, however. I think the only way really to learn about mathematical physics is by doing it; the coursework is at least as important as the lectures and tutorials in terms of actually learning the subject. I think that modern higher education involves drastic over-assessment. Too much emphasis on grades and scores can be detrimental to real learning, but assessment that is formative can be extremely beneficial. Continuous assessment provides a way to give feedback to students on how they are doing, and to lecturers on how well the message is getting across; giving grades to such coursework is really just an incentive to the students to do it. It’s not primarily intended to be summative.
Anyway, back to examinations. One big difference between our examinations in Theoretical Physics in Maynooth and those at other institutions at which I’ve taught (in the UK) is that most of the papers here offer no choice of questions to be answered. Elsewhere it is quite common to find a choice of two or three questions from four or five on the paper. In my module on Differential Equations and Complex Analysis, for example, there are four questions on the examination paper and students have to do all of them for full marks.
One advantage of our system is that it makes it much harder for students to question-spot in the hope that they can get a good grade by only revising a fraction of the syllabus. If they’re well designed, a few longish questions can cover most of the syllabus for a module, which they have to in order to test all the learning outcomes. To accomplish this, questions can be split into parts that may be linked to each other to a greater or lesser extent in order to explore the connections between different ideas, but also sufficiently separate that a student who can’t do one part can still have a go at others. With such a paper, however, it is a dangerous strategy for a student to focus only on selected parts of the material in order to pass.
As an examiner, the Maynooth style of examination also has the advantage that you don’t have to worry too much if one question turns out to be harder than the others. That can matter if different students attempt different questions, as students might be penalized if they chose a particularly hard one, but not if everyone has to do everything.
But it’s not just the number of questions that’s important, it’s the duration. I’ve never felt that it was even remotely sensible for undergraduate physics examinations to be speed tests, which was often the case when I was a student. Why the need for time pressure? It’s better to be correct than to be fast, I think. I always try to set examination questions that could be done inside two hours by a student who knew the material, including plenty of time for checking so that even a student who made a mistake would have time to correct it and get the right answer. If a student does poorly in this style of examination it will be because they haven’t prepared well enough rather than because they weren’t fast enough.
#assessment #Examinations #FormativeAssessment #MaynoothUniversity #SummativeAssessment
