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When I was teaching at a tech college, I always structured the final exam problems according to the Bloom taxonomy:
The a) question asked for pure reproduction; it was usually quite simple, and could be looked up in the textbook material. (I always insisted on open book exams!)
The b) question required the student to show that he had, at a basic level, comprehended the information in the textbook, e.g. by explaining concepts is his own words or related to other concepts.
The c) question asked for how to apply this knowledge to a specified problem.
The d) question was pointed at analysis: How well the candidate could decompose a situation into constituent parts, isolate subproblems, create a reasonable modularization.
The e) question was aimed at putting together pieces as a whole, "synthesis" in Bloom terms.
The f) question asked for critical evaluation of what was put together in question e), or in most cases: Describing how to evauluate it.
Usually, a full exam had three areas structured this way, so that if a candidate was weak in one area, he could demonstrate his excellence in another on.
Up until the c) question, you could usually find reasonably good answers in the textbooks (as long as you knew them well). I always spent some time at the end of the course describing this plan to the students, handing out the problems from exams of earlier years, telling them that they would pass if they could provide a reasonable answer to the three c) questions, but if they wanted something more than just a passing grade, climbing up the ladder of understanding was required.
This was a great frustration to some of our guest students from Asia: They couldn't understand that if they copied everything correctly from the textbook, why wouldn't that give them a top grade? I explained to them that copying the textbook never got them beyond the c) question (illustrating it by earlier exam's d, e and f questions), and they were really worried...
Generally speaking, you could get a top grade by handling the e) question reasonably well. The f) question essentiall gave the candidate an opportunity to show excellence in one area that coud compensate for a weakness in another area.
Open book exams and online exams are quite similar. You get only so far without thinking yuorself, it the exam is properly structured. I gusess some tightening up might be needed for an online exam, but if I were made resposible for one, I would go by the same basic plan.
I certainly learned a lot by forcing myself to structure final exams according to this schedule!
We got a call for Herself to go for her COVID-19 test and had to run, only just got back.
My word, but the roads are empty. 70 mile round trip, all "A" and "B" roads - not dual carriageway, much less motorway - and obeying speed limits: 52mph average - I've had a hard time maintaining that on a 3 lane motorway! As Herself said: "It's like 4 o'clock Sunday afternoon in the 70's out here"
Got there well early - half an hour - but there was no queue so we sailed through and came home.
Results will be 48 ~ 72 hours, so at least we will know one way or the other early next week.
Right, I'm going to collapse - that was exhausting!
"I have no idea what I did, but I'm taking full credit for it." - ThisOldTony
AntiTwitter: @DalekDave is now a follower!
of all the places to go these testing centres / places (i.e. apart from those like you requested to go for precautionary tests they're also places where people with symptoms are supposed to go) worry me
- and of course feeling sheepish about both catching & spreading the wotsit
driving these days sure is like the old days, less jams, faster flowing, people thinking no one's around so no need to stop at the intersection, hoons seeing they've got so much empty road it's time to see how fast she'll go...(and not forgetting the surge in amateur philosopher chickens)
pestilence [ pes-tl-uh ns ] noun
1. a deadly or virulent epidemic disease. especially bubonic plague.
2. something that is considered harmful, destructive, or evil. Synonyms: pest, plague, CCP
Note, I'm not telling you to start smoking again.
But it's an oddity that smokers are underrepresented among those hospitalised with Covid-19. By quite a lot actually, as in statistically significant with a margin.
As of yet, no one knows why. But one hypothesis is that nicotine, which is a poison, affects the receptors on the affected cells.
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