Reflections on Exam Marking

At long last I’ve finished my marking my examination scripts. I’ve also entered the marks onto a spreadsheet and combined them with coursework so I’m almost done with this task. They just need one more check through and I can upload the results onto the system. in good time for next week’s departmental exam board meeting. It took a lot longer than I had anticipated because we have a big first-year class this year. So much for my New Year resolution not to work at weekends…

I’m a bit tired now so I thought I’d just rehash an excerpt from something I posted a while ago on the subject of examinations and what I believe to be the over-assessment of students at modern universities.

My feelings about examinations agree pretty much with William Wordsworth, who studied at the same University as me, as expressed in this quotation from The Prelude:

Of College labours, of the Lecturer’s room
All studded round, as thick as chairs could stand,
With loyal students, faithful to their books,
Half-and-half idlers, hardy recusants,
And honest dunces–of important days,
Examinations, when the man was weighed
As in a balance! of excessive hopes,
Tremblings withal and commendable fears,
Small jealousies, and triumphs good or bad–
Let others that know more speak as they know.
Such glory was but little sought by me,
And little won.

It seems to me a great a pity that our system of education – and not only at Third Level- places such a great emphasis on examination and assessment to the detriment of real learning. In particular, the biggest problem  with physics education in many institutions is the way modular degrees have been implemented.

I’m not at all opposed to modularization in principle. I just think the way we teach modules often fails to develop any understanding of the interconnection between different aspects of the subject. That’s an educational disaster because what is most exciting and compelling about physics is its essential unity. Splitting it into little boxes, taught on their own with no relationship to the other boxes, provides us with no scope to nurture the kind of lateral thinking that is key to the way physicists attempt to solve problems. The small size of each module makes the syllabus very “bitty” and fragmented. No sooner have you started to explore something at a proper level than the module is over. More advanced modules, following perhaps the following year, have to recap a large fraction of the earlier modules so there isn’t time to go as deep as one would like even over the whole curriculum.

Students in Maynooth take 60 “credits” in a year, split into two semesters. These are usually split into 5-credit modules with an examination at the end of each semester. The first-year module I teach is different, being 7.5 credits. Projects, and other continuously-assessed work do not involve a written examination, but the system means that a typical  student will have four or five written examination papers in January and another four or five in May. Each paper is usually of two hours’ duration.

One consequence of the way modularization has been implemented throughout the sector is that the ratio of assessment to education has risen sharply over time  with a negative effect on real understanding. The system encourages students to think of modules as little bite-sized bits of education to be consumed and then forgotten. Instead of learning to rely on their brains to solve problems, students tend to approach learning by memorizing chunks of their notes and regurgitating them in the exam. I find it very sad when students ask me what derivations they should memorize to prepare for examinations. A brain is so much more than a memory device. What we should be doing is giving students the confidence to think for themselves and use their intellect to its full potential rather than encouraging rote learning.

You can contrast this diet of examinations with the regime when I was an undergraduate. My entire degree result was based on six three-hour written examinations taken at the end of my final year, rather than something like 30 examinations taken over 3 years. Moreover, my finals were all in a three-day period.

Morning and afternoon exams for three consecutive days is an ordeal I wouldn’t wish on anyone, so I’m not saying the old days were better, but I do think we’ve gone far too far to the opposite extreme. The one good thing about the system I went through was that there was no possibility of passing examinations on memory alone. Since they were so close together there was no way of mugging up anything in between them. I only got through  by figuring things out in the exam room.

I don’t want to denigrate the achievements of students who are successful under the current system.  What I’m saying is that I don’t think the education we provide does justice to their talents. That’s our fault, not theirs…

 

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One Response to “Reflections on Exam Marking”

  1. Couldn’t agree more. But one great thing we have in Waterford is that, in addition to the standard introductory physics module for all 1st science students in the 2nd semester, we have an elective module on modern physics for those going on to do physics. It’s v satisfying to teach introductory concepts in quantum theory, relativity and cosmology…and the assessment is CA rather than long written exams!

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