Something this chapter talked about
which I would like to bring up is length of tests and how they spread out the
hard questions through the test. During my sophomore year here at the UMF, I took the classes Cell Biology and Genetics. Both of
these classes were taught by the same teacher, and her exams were infamous.
Every question was hard, so it was not like we could ease into the test. There
were five pages in the exam, but each page had 3-4 essay questions per page.
She wanted a lot of content and detail, so each question took a lot of time to
complete. The average time this test took to complete was five hours, and this
wasn't just the person taking their time, we all took it for that long. I didn't
appreciate this kind of test because it wasn't a test of content and
comprehension, it was a test of endurance. The teacher did give two “hints” to
use on any question you wanted, but it really wasn't used to ask legitimate questions,
it was used as a last ditch effort to get points when your brain was too fried
to even come up with any sort of an answer. The test was so long that our brains
were getting oversaturated trying to find the right information for the
question. This is why my tests are going to be efficient and short, with
questions that increase in difficulty, so the students can power through more
easily.
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