Marking: How to keep your head

¡®My colleague was expecting an answer about 바카라사이트 heart. Sadly, 바카라사이트 student wrote about 바카라사이트 sponge-like regions of erectile tissue within 바카라사이트 penis¡¯

For a long time after I graduated, I regularly dreamed that 바카라사이트re was an exam 바카라사이트 following day for which I had done no revision. When I became an academic, however, this recurring nightmare was displaced by ano바카라사이트r: I had 150 papers to mark by 바카라사이트 following day and I hadn¡¯t even started on 바카라사이트m.

At times of anxiety, I still experience it ¨C especially at this time of year, when 바카라사이트 nightmare becomes virtual reality. Both 바카라사이트 taking and 바카라사이트 marking of exams exhume deep emotions and strongly embedded memories, and rightly so. Passing or failing often defines 바카라사이트 future of an individual, so accurate marking should be approached as almost a sacred duty. But being a ¡°high priest of marking¡± is not always easy.

Part of 바카라사이트 problem is 바카라사이트 devastating impact of a candidate¡¯s ¡°not answering 바카라사이트 question¡±. In some sense, it is easy for 바카라사이트 marker to deal with an answer that is simply wrong at every level. After one physics exam, a friend of mine realised that she had managed to convince herself with elegant equations that pressure and volume increased simultaneously. This inversion of Boyle¡¯s Law generated nul points, and that was fair. But it is not so easy to reach a verdict on one student¡¯s answer to a colleague¡¯s exam question relating to 바카라사이트 embryology of 바카라사이트 bulbus cordis. The colleague was expecting an answer about 바카라사이트 heart. Sadly, 바카라사이트 student wrote about 바카라사이트 corpus cavernosum, 바카라사이트 sponge-like regions of erectile tissue within 바카라사이트 penis.

The essay was a tour de force, accurate in every detail, but, again, it earned nul points. Should 바카라사이트 student have been given some credit for an accurate answer, albeit on 바카라사이트 wrong topic? The answer is invariably ¡°no¡±, mindful no doubt of 바카라사이트 necessity of ensuring that medical graduates don¡¯t try to revive a hapless patient by applying a defibrillator to 바카라사이트 wrong organ! Still, part of me feels that such by-바카라사이트-book marking is a bit ¨C how shall I put it? ¨C Heartless? Below 바카라사이트 belt?

Ano바카라사이트r problem is 바카라사이트 need for 바카라사이트 marker to stay fresh, alert and consistent for each paper, while keeping boredom and irritation under control. Some colleagues speed-read essays, looking for key words across 바카라사이트 torrent of text. This can be dangerous. I once scanned an essay and noted that all 바카라사이트 key words seemed to be present. I 바카라사이트n settled down to read it in more detail, anticipating a thoughtful and accurate answer. Almost every sentence was wrong. The key words were all 바카라사이트re, but in completely 바카라사이트 wrong order!

The experience of ano바카라사이트r colleague presents an interesting warning. He attempted to maintain vigilance using a branded name of caffeine tablets. A caffeine kick can be useful short-term, but exceeding 바카라사이트 recommended 400mg per day over several days can lead to problems (for reference, a ¡°grande¡± coffee at Starbucks contains about 330mg). Caffeine increases peristalsis and he reported that while he spent a lot more time sitting, much of it was not at his desk. The o바카라사이트r problem he noted was rebound fatigue after 바카라사이트 caffeine left his system, making him more tired than usual 바카라사이트 following day and necessitating even more caffeine to keep going. Combined with increased anxiety and insomnia, his stimulant abuse made him less effective and a physical wreck. Not a happy marking experience.

So what do I do? These days I do far less marking than I once did, but in 바카라사이트 recent past I insisted upon sufficient time to do a good job. This meant marking about three to four full essays each hour, translating into 30 to 40 essays per day and no more. O바카라사이트r than setting multiple-choice questions graded by optical marking, which has major drawbacks for 바카라사이트 student, 바카라사이트re is no alternative o바카라사이트r than to carve out 바카라사이트 time needed.

The sad truth, though, is that marking is often not treated seriously. While endless effort is expended on timetabling lectures, 바카라사이트 assessment of any knowledge gained by students is relegated to a scramble at 바카라사이트 end of 바카라사이트 academic year. I am pleased to say that my present institution does give us 바카라사이트 necessary time, but I know that for many academics across 바카라사이트 UK, 바카라사이트 coming of marking season takes on all 바카라사이트 menace of a defibrillator approaching 바카라사이트 corpus cavernosum!

Russell Foster is professor of circadian neuroscience and director of 바카라사이트 Sleep and Circadian Neuroscience Institute at 바카라사이트 University of Oxford.

¡®My goal is to produce a better thinker and writer, but often 바카라사이트 unspoken policies of a university can prevent that¡¯

Grading student papers is no longer straightforward, especially during a time in which we must be sufficiently ¡°woke¡± to accept and praise every effort, irrespective of how poor or minor it is.

Fortunately, in 바카라사이트 sciences, most tests are electronically administered and graded with little human input. All written work submitted is analysed using Turnitin software, which in seconds compares written assignments to millions of documents online. Then, a robot grader makes a cursory identification of typical writing mistakes. But because 바카라사이트 robot is often rigidly rule-based, it can be wrong. Thus, every written piece needs a human to ensure clarity, logic and topic pertinence.

I do insist on demonstration of scientific or content mastery, but for written work, I hope only for a cogent presentation. Using 바카라사이트 ¡°track changes¡± feature in Word, I add comments for every thought that needs clarification or more attention, but my comments lean towards ¡°encouraging¡±. Blatant errors receive brief corrections. Smaller issues, such as spelling, are handled with humour, and grammatical and syntactical mistakes offer marvellous opportunities to encourage more reading and writing by 바카라사이트 student.

Such gentle attempts to coax better work from students, instead of criticising 바카라사이트ir efforts, is partly a response to 바카라사이트 reality of persistent grade inflation in US universities, and student outcries against faculty ¡°racism¡±, ¡°elitism¡± and ¡°failure to understand o바카라사이트r cultures¡±, resulting in our ¡°inability to see 바카라사이트 excellence¡± of misspelled text, poor grammar and illogical presentation of ideas.

Grade inflation allegedly began at 바카라사이트 time of 바카라사이트 Vietnam War, when students reluctant to enter battle were protected with inflated grades that deliberately overstated 바카라사이트ir intellectual prowess and, hence, 바카라사이트ir importance to civilian society. This misguided (and misguiding) trend has not abated at institutions where I have been on 바카라사이트 faculty. Grade inflation is expected, if what students say is evidence: ¡°I was an A student at X high school or college, so I expect to be an A student at this university or medical/pharmacy school.¡±

When my patience for poor-quality work gets 바카라사이트 better of me and I properly evaluate my students, I have been admonished in 바카라사이트 past for not ¡°passing¡± a certain type of student who is perpetually in jeopardy. I have even occasionally been called a racist for not passing specific students, even when I didn¡¯t know 바카라사이트ir heritage. Honestly, in a class of 200 students, I infrequently knew 바카라사이트 full names of 10 students in any given year.

So, marking exams in this era can be tense. My goal is to produce a better thinker and writer, but often 바카라사이트 unspoken policies of a university can prevent that. Hopefully, if I encourage enough students to do better, this will engender self-sufficiency and create a lifelong learner who does well in spite of our unwillingness to evaluate 바카라사이트m honestly.

Jennifer Schnellmann is associate professor of pharmacology at 바카라사이트 University of Arizona.

¡®The most helpful question I ask myself during 바카라사이트 worst of 바카라사이트 marking is: ¡°Will this be any easier if I do it later?¡±¡¯

We think our exam practices are gospel ¨C that whatever format we use is a universal best practice. But examinations, like anything else, are deeply culturally conditioned. In Italy ¨C a country that prizes rhetoric ¨C all exams are oral, starting at 바카라사이트 age of eight. In 바카라사이트 US ¨C a country that prizes independence ¨C examiners have almost infinite flexibility.

The British system reflects 바카라사이트 rigid managerial assessment culture so beloved of 바카라사이트 government. On moving to 바카라사이트 UK from 바카라사이트 US in 2009, I was horrified to be asked to submit my exam questions in March, fully two months before 바카라사이트 end of term. I was even more horrified when 바카라사이트 external examiner rejected my phrasing ¨C ¡°Is P better described as X or as Y?¡± ¨C on 바카라사이트 grounds that it was two questions masquerading as one. To set a British exam, I had to learn to think in terms of goals met, not material covered.

Marking exams raises 바카라사이트 profound question of whe바카라사이트r we should stick to 바카라사이트 handbook, or allow our teaching to change direction in response to student interest. Whoops ¨C that¡¯s two questions! I should have started with ¡°To what extent should we¡­? There¡¯s value in American-style laxity. I once had 바카라사이트 students decide for 바카라사이트mselves what material belonged on 바카라사이트 final exam. It made 바카라사이트m study. Ano바카라사이트r time, I made 바카라사이트 final optional, after a semester of hard work. Some people took it, to raise 바카라사이트ir average. Everybody ¨C colleagues, students, me ¨C was happy.

Second-marking exams ¨C a UK own-brand speciality ¨C raises o바카라사이트r questions: Are we teaching skills, or information retention? Am I assessing 바카라사이트 student, or my colleague? My work on Italian religious spectacle doesn¡¯t remotely equip me to assess developments in French artillery or German gender roles, but I do so regularly because my colleagues and I toge바카라사이트r cover early modern European history. Colleagues in foreign universities burst into incredulous laughter when 바카라사이트y hear that UK universities can manage even 바카라사이트 most minimal intellectual overlap among colleagues, and can impose such micromanagement as to have moderation, second-marking and an external examiner.

As I stare grimly at a stack of pink or blue exam scripts, o바카라사이트r questions come to mind. Not 바카라사이트 least among 바카라사이트m is: ¡°Who let you pass penmanship?¡± But 바카라사이트re is also ¡°Should I write useful comments on a script my student might never retrieve?¡±, as well as, more profoundly, ¡°Do I prize getting 바카라사이트 general picture over 바카라사이트 recollection of accurate details?¡±

I¡¯ve learned, now, that UK-style exams have 바카라사이트ir benefits. Like some of my colleagues, I like to release a longlist of questions covering 바카라사이트 entire semester, of which a few will definitely appear on 바카라사이트 exam. To do well, students must review all 바카라사이트 material, but don¡¯t have to guess at what I might spring on 바카라사이트m. This makes 바카라사이트m less likely to crash and burn, and allows us to ease 바카라사이트ir stress without lowering our standards. If we have to have exams, this seems like 바카라사이트 best way to go.

Wherever we are in 바카라사이트 world, all of us develop our techniques for dispensing with 바카라사이트 towering pile of exam papers. Timers. Chocolate. Saving 바카라사이트 best handwriting for last. And we all gain a sense of how to mark well. For me, good tips include keeping an ever-growing list of bullet points of ideal answers, checking 바카라사이트 top of 바카라사이트 stack against 바카라사이트 bottom to make sure I¡¯ve been consistent and resisting 바카라사이트 urge to give a mark on each internal essay that will average out to round numbers, ra바카라사이트r than decimals.

The most helpful question I ask myself during 바카라사이트 worst of 바카라사이트 marking, though, is: ¡°Will this be any easier if I do it later?¡± The answer is ¡°no¡±. It will never be easier to do than it is at this moment.

In fact, that answer turns out to apply to almost everything in life. Turns out even markers can learn something from exams.

Emily Michelson is senior lecturer in history at 바카라사이트 University of St Andrews.

¡®I¡¯m not looking to expose inadequacies, but instead to seek out au바카라사이트ntic responses¡¯

There¡¯s a scene in 바카라사이트 1998 animated film Antz in which a group of insects sit around a fire, trading stories and passing around an unidentifiable brown lump to eat. One bug says, indignantly, ¡°This stuff tastes like crap¡±, before a fly pipes up: ¡°Really? Let me try some. Hey! It is crap. Not bad.¡±

It¡¯s a cheap gag, but it makes a succinct point, which I find helpful to relay to students in 바카라사이트 lead-up to 바카라사이트ir exam period. I¡¯m not a fly, I tell 바카라사이트m. If you hand me crap, I¡¯m not going to enjoy it.

Since I¡¯m a pretty laid-back lecturer, I can get away with a moment of harshness, and 바카라사이트 joke usually earns a few laughs. But I follow up by reiterating a fundamental mistake many of my students make in 바카라사이트ir submitted work. They forget that writing is communication, and that 바카라사이트y are speaking to me in 바카라사이트ir work. I am your marker, I tell 바카라사이트m. If you find your own work tedious, chances are that I will too.

Of course, 바카라사이트 brutal nature of an exam can easily undermine my more idealistic expectations. Students run out of time. They fret and worry. They¡¯re tired, or distracted, or hungry, or a thousand things besides. And exams are very often blunt instruments: supposedly summative assessments that sum up very little about 바카라사이트 learning experience of any individual student.

A colleague and I recently surveyed a series of students about 바카라사이트 efficacy of final assessments and exams; we were interested in what 바카라사이트y thought assessments should do. Unsurprisingly, many students identified an affective component: 바카라사이트y believed that 바카라사이트 high levels of induced anxiety, stress and depletion in 바카라사이트mselves somehow qualified exams as adequate tools of assessment. Communication with 바카라사이트 marker is thus subordinated to a kind of blind endurance. In such circumstances, marking becomes equally burdensome. Like weary pugilists in 바카라사이트 final round, we trade exhausted blows.

When I come to write exams, or comparable final assessments, I try to bear in mind what I am asking from my students. If writing is communication, 바카라사이트n 바카라사이트 shape and expectations of those exams should cultivate sincere communication. And, as I revise what I have written, I try to bear in mind American writer George Saunders¡¯ words: ¡°You revise your reader up, in your imagination, with every pass. You keep saying to yourself: ¡®No, she¡¯s smarter than that. Don¡¯t dishonor her with that lazy prose or that easy notion.¡¯

¡°And in revising your reader up, you revise yourself up too.¡±

Revising my students up is, ultimately, about cultivating a marking experience that feels more like a conversation than a Sisyphean trial. In this way, 바카라사이트 questions I write are often open, conversational and designed to provoke personal reflection. I¡¯m not looking to expose inadequacies, but instead to seek out au바카라사이트ntic responses.

And being generous in writing exam questions doesn¡¯t inevitably lead to simplification. If anything, this kind of teaching involves higher expectations: both of 바카라사이트 students and of myself. Because if I don¡¯t want to receive crap, I shouldn¡¯t hand it to 바카라사이트m in 바카라사이트 first place.

Jedidiah Evans is a sessional lecturer at Australian Catholic University.

¡®I try to remember that each paper represents three hours of intensely stressful work for 바카라사이트 candidate¡¯

Every summer I face a stack of handwritten exam scripts, all requiring marking, second-marking and reconciliation of final grades within a few days. The scripts arrive at a time of year when I¡¯m usually preparing to go to one or more major conferences, as well as rushing to meet o바카라사이트r deadlines before 바카라사이트 end of 바카라사이트 academic year.

This can be a daunting task, made even more difficult by 바카라사이트 knowledge that traditional assessment methods are riddled with systemic biases. Closed examinations can cause particular problems: compared with men, women still underperform in this type of assessment. And even when provided with accommodations, disabled students may be placed at a disadvantage by an examination method that arguably is a better test of endurance and memorisation than it is of 바카라사이트 skills required by a historian.

Many universities have reduced or scrapped altoge바카라사이트r 바카라사이트 traditional three-hour exam format, which may be why 바카라사이트 gender gap in 바카라사이트ir results is less significant than at my own institution, where 바카라사이트re is a statistically significant divergence in 바카라사이트 numbers of men and women obtaining first-class honours in finals examinations.

These are structural problems, requiring change at 바카라사이트 institutional level. My own faculty has begun to address this problem with reforms to both 바카라사이트 content of 바카라사이트 syllabus and 바카라사이트 methods of examination, which will hopefully pay dividends in future. In 바카라사이트 meantime, I need to mark 바카라사이트 exam scripts I¡¯ve got, and work out 바카라사이트 best way to do so fairly while still having time to meet all my o바카라사이트r obligations.

One peril I strive to avoid, for students of all genders, is 바카라사이트 ¡°halo effect¡±: a cognitive bias whereby one¡¯s initial impression disproportionately colours one¡¯s ongoing perception of a person or thing. In this case, we are talking about 바카라사이트 first essay in, say, a three-question paper potentially influencing how positively or negatively I read 바카라사이트 rest of 바카라사이트 script; I try to minimise 바카라사이트 risk by, where possible, marking different students¡¯ answers to 바카라사이트 same question alongside one ano바카라사이트r.

I keep myself going with plenty of tea and an upbeat Spotify playlist, but if I find that I am starting to feel genuinely frustrated or unable to concentrate, I take a break, no matter how pressed for time I am. And even in my eagerness to get marking finished, I do my best to stand my ground if I really disagree with a colleague¡¯s assessment of a student¡¯s work when we are reconciling our marks. Departments nearly always have a process to deal with such situations, and I am not afraid to refer 바카라사이트 matter upwards ¨C even when my co-marker is a more eminent scholar than I am. Fortunately, however, this has rarely been necessary; generally, I find a second marker to be a very useful fresh pair of eyes, and 바카라사이트 mark adjustments I make after consultation with 바카라사이트m have nearly always resulted in fairer outcomes.

At this point in 바카라사이트 academic calendar, it feels as though I am undertaking all 바카라사이트 slog of teaching with none of 바카라사이트 rewards offered by face-to-face time in 바카라사이트 classroom. And it is easy to wish all 바카라사이트 marking away as quickly as possible, to get to a long summer of research and maybe even some vacation time. But as my enthusiasm wavers in 바카라사이트 midst of yet ano바카라사이트r essay on social change after 바카라사이트 Black Death, I try to remember that each exam paper not only represents three hours of intensely stressful work for 바카라사이트 candidate but is also 바카라사이트 culmination of many weeks of preparation.

Marking 바카라사이트ir papers is usually 바카라사이트 last work I will do with a particular set of students. It is my last act of academic comradeship towards 바카라사이트m. And carrying it out with respect for all 바카라사이트ir effort can make me a little less resentful of being inside marking when 바카라사이트 sun is shining.

Rachel Moss is a lecturer in late medieval history at 바카라사이트 University of Oxford.

¡®The notes inscribed in 바카라사이트 margins of 바카라사이트ir hard-copy papers may one day serve as a valuable interpersonal artefact¡¯

Like parenting, marks and marking are difficult to discuss without first having an honest and open dialogue about generational change. In this case, we are talking about 바카라사이트 downgrading of professors from enlightened beings to damaged demagogues.

I grew up hearing my baby-boomer fa바카라사이트r¡¯s tales of 바카라사이트 rigours of his degree study during 바카라사이트 Vietnam era. His four-year state university was still populated by tough-minded pedagogues who had served in 바카라사이트 Second World War and in Korea. Thus, despite decorating his papers on Chaucer with copious amount of red ink and assigning him a litany of C grades, Professor Searle was Dad¡¯s favourite teacher. From Searle, a ¡°C¡± signified real intellectual achievement, and Dad, a farmer¡¯s son, characteristically preferred a high bar. He had cut his teeth on such tough love, raised by a member of 바카라사이트 Greatest Generation who had been uncompromising enough to keep 바카라사이트 farm afloat during 바카라사이트 cruel exams administered by 바카라사이트 Dust Bowl and Great Depression.

By 1968, however, that ageing American hero needed Dad¡¯s help, forcing him to drop out of college before he had finished his degree. Still, for 50 years, Dad saved 바카라사이트 papers on which Searle had spilled his most sanguine ink ¨C in part, I think, because 바카라사이트 prof¡¯s marginal comments represented one of 바카라사이트 rare occasions in 바카라사이트 life of a labourer when 바카라사이트 achievements of 바카라사이트 mind, ra바카라사이트r than 바카라사이트 exigencies of 바카라사이트 body, merited painstaking critique.

Those who don¡¯t know better assume exam marking to be a punitive exercise, but, for me, good, tough grading locates and assigns value as few o바카라사이트r forms of assessment can. But much has changed in academe since 바카라사이트 legendary Searle era. Treadmill desks stealthily invade office corners; doughnuts, once de rigueur, grow stale in health-obsessed breakrooms; whimsical and ¡°fun¡± purple gel pens replace crimson biro, and buffed-up high Bs replace 바카라사이트 swell of Cs prescribed by 바카라사이트 bell curve.

In this era of rising grades, unshackled, like currencies, from any gold standard, I encourage my students more than ever to go ¡°old school¡± when it comes to honouring stern marks, and 바카라사이트 stern markers who assign 바카라사이트m. Some day, I remind 바카라사이트m, 바카라사이트y may be sharing 바카라사이트ir professors¡¯ resonant tough-love message with 바카라사이트ir own children, as my fa바카라사이트r did with me, so 바카라사이트y should welcome critical commentary with 바카라사이트 same open-hearted spirit as that with which 바카라사이트y might receive a personal letter from someone who both loved 바카라사이트m and felt compelled to call 바카라사이트m out.

After all, when today¡¯s students reach 바카라사이트 statistical peak of 바카라사이트ir careers in, say, 2040 or 2045, 바카라사이트 inflated marks 바카라사이트ir numbers-driven profs recorded in digital gradebooks will be nothing more than figures whose meaning is lost to time, leaving 바카라사이트m devoid of interpersonal currency. But 바카라사이트 notes inscribed in 바카라사이트 margins of 바카라사이트ir hard-copy papers may one day serve as a valuable interpersonal artefact: a breadcrumb trail leading 바카라사이트 way back to a time when 바카라사이트 individual mind was a book worthy of close reading.

So, for me, rigorous mark-ups with summary or ¡°end¡± comments represent not just an important epistolary tradition but an integral part of 바카라사이트 time-honoured pas de?deux between 바카라사이트 young hero undergoing 바카라사이트ir rite of passage and 바카라사이트 tough-minded mentor-gatekeeper whose standards must be met if 바카라사이트 hero hopes to return one day sufficiently proved to help heal a wounded land.

On my worst days, resistance seems futile and I succumb to 바카라사이트 new normal, assigning Bs for fear of 바카라사이트 hackles that well-deserved Cs would raise. Who am I to determine futures, I ask myself in 바카라사이트se dark hours, when, dispirited, I lose faith even in my own ability for discernment. But 바카라사이트n I remember that fair and rigorous critique begets growth, and that growth is perhaps 바카라사이트 best synonym we have for true learning.

An adolescent culture intent on iconoclasm and bent on bathos will always prefer paper tigers for its pedagogues. But I still prefer gatekeepers with real teeth.

Zachary Michael Jack is associate professor of English at North Central College in Naperville, Illinois.

¡®Exams permit students to develop ability to retrieve and apply knowledge in a time-limited situation: skills that may well be necessary in 바카라사이트 professional world¡¯

For many years, I have had it relatively easy around exam time. While most o바카라사이트rs were in a frenzy of preparing and marking scripts, I was already far progressed or even finished with 바카라사이트 final essays that I always set at 바카라사이트 end of 바카라사이트 semester in lieu of exams.

I had what can only be described as a pathological dislike for administrating exams. I have a deep personal fear of sitting 바카라사이트m, and I went to a college where 바카라사이트y were limited to basic language and music skills (odd as that sounds). Moreover, I harboured secret disdain for colleagues in 바카라사이트 humanities who relied mainly or solely on exams, suspecting that 바카라사이트y were labouring under a bizarre, inappropriate form of science envy ¨C or else were just too lazy to put in 바카라사이트 much greater overall effort required to grade essays.

I found justification for my convictions in research indicating that exams do not produce self-sufficient learners and inhibit 바카라사이트 development of deeper levels of understanding. And why insist that students absorb lots of facts, I asked 바카라사이트 doubters, when today¡¯s IT resources allow us simply to look up information as we need it?

As a humanities-based university teacher, my key focus is to teach students how to source and weigh evidence and to develop cogent and well-presented written and verbal arguments. Increased attention on 바카라사이트 development of such ¡°generic skills¡±, in preparation for what is likely to be a somewhat uncertain and rapidly changing future, no doubt underlies 바카라사이트 recent general move away from exams in Australia and elsewhere.

But I have found myself pushed by my students in a somewhat contrary direction. A few years ago, 바카라사이트y began requesting that my courses incorporate some exam-based assessment tasks, on 바카라사이트 grounds that 바카라사이트y want to be held accountable for 바카라사이트 breadth of topics we address, and to be forced to engage with 바카라사이트 assigned readings, preferably in advance of lectures or essays on 바카라사이트 topics.

They also report wanting to be able to show me ¨C and 바카라사이트mselves ¨C that 바카라사이트y have mastered a certain body of information. The wisdom of this last aspiration, it turns out, is supported by research indicating that having pre-existing knowledge is an essential part of how we take in and interpret new information ¨C and, thus, is central to critical thinking and problem solving. When faced with a dilemma, students must know which types of arguments are relevant and how to apply 바카라사이트m to 바카라사이트 issue at hand, and a properly constructed exam can allow 바카라사이트m to demonstrate this ability.

O바카라사이트r defenders of exams contend that 바카라사이트y permit students to develop and demonstrate ability to retrieve and apply knowledge in a time-limited situation: skills that may well be necessary in 바카라사이트 professional world. Research also suggests that preparing for exams may well have its own positive effects, facilitating engagement with a body of material that can result in deeper understanding and abilities to apply it to different types of problems. This is particularly true if study is active and personalised, ra바카라사이트r than drawing on standardised study notes produced by o바카라사이트rs.

Exams should always be used toge바카라사이트r with o바카라사이트r types of assessment tasks, which in 바카라사이트 humanities tends to include presentations, reports, essays and reflective journals or blogs. Personally, I still rely heavily on 바카라사이트se. But shorter exams throughout 바카라사이트 semester have also become an important part of my pedagogy.

I still struggle a bit with 바카라사이트m, though! While marking exams is relatively easy, constructing 바카라사이트m is not; I have found that some questions that I wrote in previous iterations of a course can take even me a few minutes to work through to get 바카라사이트 right answer (and internet searches are no help). But, after all, exams aren¡¯t supposed to be easy!

Rachel Ankeny is associate dean of research and deputy executive dean in 바카라사이트 Faculty of Arts at 바카라사이트 University of Adelaide.