We have been educators for years. But have we ever thought about why we are having exams in our classes? What’s in it for the students? Are exams really necessary? We need to rethink the purpose of exams and to re-evaluate our approach as educators.
The study of blood doesn’t tend to conjure up images of classroom banter, bingo calls or The Biebs. Until Associate Lecturer Rebecca Keppel and her team of scientists decided to change all that.
Don’t feel overwhelmed by the changes to the assessment policy and procedures! Take a moment to look at three important features.
Open book exams are, in general, more authentic as assessment tasks. They mimic real world conditions better, and can side-step the memorisation-regurgitation of information for which closed-book exams are notorious. But how do you get them right?