Problems

I have always had issues with testing. As a student my issues were not so serious--I just didn't care that much about them. I enjoyed learning, but I thought tests were kind of a waste of time. Since I had to take them I tried to make it like a game, so I could at least have some fun with them. I never had test anxiety until I started making tests for others. I believed that no test was a perfect measure of what a person knows, and most of the time they are not even a very good approximate measure. Too often tests do not align well with course objectives, and a student has to figure out a particular teacher's testing style as much as anything.

If I give a test and the average is a D, then what does that mean? Did the students not study hard enough? Did I not make the objectives clear? Did I not teach well? Did I make a test that only certain types of people could understand? I cannot tease out the variables--all I know is that I feel in part responsible. If I give a test and the average is a B, then what? Did I make it too easy? Or do I have brilliant students, or am I a great teacher? Whatever the average grade is, I really do not get much useful feedback from the tests. And from the student's perspective, what does it mean if they get a B, or a C, or a D? All they can really know is that they did not know the material in just the way it was tested at the time it was tested. They have no motivation to go back and learn the material, since the test is done and they cannot make up those points. After 2 or 3 low test scores a student has lost any motivation and simply faces each test with dread.

A related problem that has bothered me is that if a student comes into the class with little background knowledge they will almost certainly do poorly on the first test. Probably the second test too. Now, if that is a typical student they will just resign themselves to not getting the grade they wanted, and may drop the class or plan on retaking it. If it is a highly motivated student they will continue to apply themselves, but will still not get the grade they hoped for, no matter how hard they worked (since those first tests will lower their average).

Third problem: if someone does poorly on a test and comes to see me, asking "what can I do to improve?" I have little I can tell them. The test is already done, so we cannot fix that score by learning that past material better. Plus, the test covers so much material that it will be challenging for me to figure out in which areas the student has knowledge gaps.

Solution (I hope)

It took me a lot of reading and a sleepless night to come up with this, so hopefully it works! Here's the plan:

1) Divide the material into smaller chunks and have many small tests. Instead of testing on skeletal system and articulations (ALL the bones and their landmarks, plus joint classification, plus structure of specific joints), I could break it down into: skull, vertebrae & ribs, upper extremity, lower extremity, joint classification, and specific joints. With six smaller tests, if a person comes to see me I will have a much better idea of which area they were confused in.

2) There is no reason to relearn past material unless past test scores are not set in stone. So the plan will be to make all these small tests, put them on Blackboard, and have them available all semester. A student can retake any test as often as they want, and the highest score will stick. Here are some details on how it will work:

• Each test will be only 5 questions, but these questions will be drawn randomly from a larger pool of questions on that topic, so each time you take the test it will be a bit different.
• Since you will not be punished for what you don't know, I will be at liberty to maintain a very high standard. Tests will be challenging, but since they cover a limited amount of material they will also be doable.
  
• The questions may include labeling, matching, multiple-choice, flash-card questions, etc. If you are required to type in the name of something, you must spell it correctly.
  
• You will be asked to take each test at least twice. If you can get two scores of 5, then you have passed off that topic. If you get less than 5, then you can study more and come back another time. The goal is to pass off every unit.
  
• To encourage long-term memory you will not be able to take the same test twice on the same day (but you can take other tests on that day)
• I am planning on setting the tests up in Blackboard in such a way that you must be in the testing center, but there will not be a password for each test (so you don't have to keep going to the proctor asking for the next password to be input).
• We are doing this mid-semester, and I will first focus on getting tests up for recent material. I will then work on making tests both forwards and backwards until we have tests that cover all the material for the semester.
• We will have a comprehensive final exam, but you will be very ready for it if you have passed off the various units.
• We will continue to have daily quizzes at the first of class & lab (and sometimes at the end) to encourage you to keep up.
  
• Tests will never be punishments. If you have passed off a unit with two scores of 5 and then get a score of 1 when you review that topic 3 weeks later it will not change your score.

Technical Challenges

• I have to get a cross-listed Blackboard section so the students are all in one place (otherwise I have to upload each test 6 times, which would be a nightmare).
• I have to make the tests and get the settings right (for instance, from my test bank on a subject it should randomly choose two labeling questions, two multiple choice, and one fill-in-the blank).
  
• I have to get the tests onto Blackboard.
• You have to be able to access Blackboard (should be simple, but there are always a few problems).

Malinda and Gavin have volunteered to help out with some of these challenges. I will accept questions from all of you, which I may get through a little survey form.

Your Job

Your part of the equation is to learn anatomy really well, and to help your peers do the same. If you are on top of things and have passed off most units, then I hope you will make yourself available to help others who are struggling. You can also help in writing questions, helping clarify objectives, etc.

Is That All?

Probably not. We will run into challenges as we implement this, so there may be more changes (hopefully not big changes). I will still be asking for other things, such as short papers on various topics. We will still have a comprehensive final exam. And I'm going to also be madly writing my dissertation--so anything you can do on your end to make the class run better will be greatly appreciated!

Everything below this point are thoughts I wrote in June 2009. Everything above is what I wrote in Oct. 2009. ~Kevin

As much as I enjoy teaching, I dislike grading!I have been struggling with some thoughts about grading, so I'll record my struggles here.

Teaching is the playful search and discovery with others for thepotential in each of them—and in me. (Louis Schmier)

What, then, is grading?
Grading is an assessment of a student's performance (not effort) on a series of exams and assignments, and an approximate indication of their future academic success. High grade or low grade, it is something a student earns, not something a teacher gives.

I teach accounting, and in an effort to impress that the students earn the grade, I don't give it to them, the total possible points for the course = the cost of the course, $2000. I point out that each week of the 10-week course costs them (or someone else) $200. They have an opportunity to "earn back" their tuition, in the form of the grade that will show up on their transcripts.

Some of the trouble, for me, is that any assessment has its problems. Occasionally a person will truly know the anatomy but perform poorly on a test due to the way the test is written (however, I think people claim this to be the case more often than it really is). There is also a lot of inequity when it comes to testing/grading--some instructors are notoriously difficult, while others are notoriously easy. That inconsistency causes problems. Another aspect of grading that is troubling is that I prefer to be the student's advocate, but when it comes to grading I have to instead act as the judge. Whereas it seemed we were working together and having fun learning together, when it comes time to testing and grading I suddenly seem to be a roadblock to the students (this is not really the case, but that is often the perception).

Here is something from a seasoned teacher:

I tell students on the first day it is not my job to get them into their chosen program. My job is to be sure they have the foundation of knowledge they will need to be successful at the next step. I add that if I give them a false impression of what they know by grade inflation, I will not be doing them a favor since they will be facing harder and harder challenges along the way. I assure them that I am there to mentor them and provide whatever help I can, but in the end, their grade is their responsibility, not mine.

I emphasize on a regular basis that lack of success in any career endeavor does not indicate that anyone is a "failure". It is simply a sign that they are perhaps on the wrong career path. I offer to work with anyone who asks to help them discover their true calling. I actually take more pride in those students I have helped reached the conclusion that their "purpose" lies outside the medical field, most of whom are quite relieved to be "released" from the burden of continuing down their previous path. Some of them actually became teachers! :)

What is an appropriate standard for a college-level anatomy course? What is a fair way to assess understanding? What pitfalls are there associated with testing and grading? I would love for you to share your thoughts either directly on this page or in a discussion thread at the bottom of the page. ~Kevin