Ok, I am not disagreeing. You're a smart bunch and I was fairly shocked at the scores.
Please leave some (anonymous) comments that will help me help you to score better on the next test.
Let me know what you think was wrong with the first test, or why the scores were so low.
I am listening.
Please leave some (anonymous) comments that will help me help you to score better on the next test.
Let me know what you think was wrong with the first test, or why the scores were so low.
I am listening.
I voted my own fault because all questions given on the test were fair and shown beforehand in the lectures and PAs. The only thing I would have changed is my own way of going about studying. I should have done the PA questions on my own weeks ahead of time rather than frantically studying for hours only days before the test.
ReplyDeleteMy suggestion is to make the test shorter (for those of us who panic if time is running short) and in future years assign some amount of grades (no matter how small) for completing PA questions (or assignments) that will force students to try the questions at their own hand before the test.
As for the lectures, I personally learn much more from examples and step instructions for solving problems; however, I understand it is difficult to generalize questions for this course. Also, that is my own personal way of learning so other students may disagree.
In my opinion the lectures are fantastic! (lots of fun to attend) Though everyone learns differently, so I understand that my opinion does not represent the entire class. Also, I hope the students who voted against the prof actually attended the lectures :D.
Hope this helps,
Thanks!
Some comments on the comment:
ReplyDeleteOn giving points in the PA sessions: I used to do this, and the students complained bitterly about it! That's why I stopped. What happened was that one (or a couple) of not so great TAs either gave ridiculous quizzes, or if I made up the questions, they marked them unfairly (IMHO).
I am going to move to a more problem-solving oriented lecture style, by next lecture if I can swing it.
I do take full responsibility for the low average score. Even if the entire class is dumb as a bag of turnips, I either did not motive the class enough to study or I misjudged the overall capability of the class.
I plan on making the next test a 50 minute test (but you'll have 80 minutes to write it).
For the lectures, please everyone remind me to take a break at least twice during each lecture. Just a few minutes. It does make a huge difference in maintaining focus between breaks.
I agree with the ideas so far. Problem solving gets us in the groove of things. Also it would help being given extra time to think. While electrostatics and magnetostatics might not be extremely hard to grasp (your informal method of teaching definitely helps), this is the first time we've been made to project these concepts completely onto 3D space and switch co-ordinate systems as well. Having dealt with 2D problems most of our lives so far, this does not come naturally. Maybe if the test were not at the end of the day (like a Saturday morning), we'd be more fresh and clear-headed.
ReplyDeleteAs for redemption marks, might I suggest an all-encompassing before-final (not long but hard) assignment / make this test worth less / class attendance bonus marks / the motor seems like it would be a fun project if we had to make it as our last (or an extra) lab.
Hope this helps,
Thanks!
I've got some good problems lined up for tomorrow.
ReplyDeleteI'm currently thinking to throw out the first test mark. People who prefer to throw out the second test can do so (I think only Mr. Lapp might want to do that). In other words, either the first test is worth 25% of your mark, or the second test is worth 25% of your mark. We will discuss this tomorrow. The final is comprehensive anyway (covers all course material) so you'll still answer questions about electrostatics and magnetostatics at some point.
Let me know if there is some clear unfairness to this scheme.
PS: I had a physics prof once who when asked to do something about a poor class average on a test said (with a smirk) "My job is to weed out the weak". Twenty-five years later, I still remember that. Nope, that is not my approach.