As it was foretold, I conducted my first set of my new-style in-class tests this week. These tests, as I mentioned a while ago, were introduced because of concerns about the integrity of the coursework element of my modules in the light of improvements in Generative AI.
The main events – one for each of my modules – were both yesterday, but one student couldn’t make it at the scheduled time (for good reasons) so I set a special test this morning, which is now over. Because access to the internet is not allowed these tests are invigilated.
It’s been quite a while since I was last required to invigilate a full examination. I think it was back in Nottingham days, actually. I never enjoyed this task even though I took work to do it wasn’t really possible to do much as one had to keep one’s eyes on the students. Crosswords could be done; these are good in this situation because you can solve a few clues at a time. It was disappointing if I happened to take one that was easy enough to do quickly, as there was little to stave off the boredom after completing it. Other things I used to do included counting the number of right-handed and left-handed students, though I never did any detailed statistical analysis of the results.
Anyway, my recent class tests were a bit different. Designed to fit in a lecture slot of 50 minutes duration, they were much shorter than traditional end-of-year exams. They were also “open-book” style, so students could bring anything on paper that they wanted. Phones and laptops were, however, forbidden. During these tests I just sat quietly with my laptop getting some work done, with an occasional glance at the students. It was actually nice to be locked away like this with no disturbance. Time passed very quickly, actually, though perhaps not as quickly as it did for the students taking the tests.
When I first told the students that the tests would be “open-book”, I think they all assumed that would make them easy. I don’t think that was the case, however, as the questions are designed so that the answers can’t be obtained immediately by looking them up in a textbook. Also, having things on paper rather than in your head does slow you down. I’ve never seen much point in examinations as speed tests. I designed this week’s tests so that the questions could be done in about 30 minutes, but the formal duration was 50 minutes. I encouraged students who finished early to use the remaining time to check their work, but some did leave early.
This new regime also meant I had number of teaching sessions without the exertion of having to do any actual teaching, which was nice. The downside is, of course, that I now have stacks of class tests to correct. That will be payback time.
I won’t know how well the students have coped until I have got their grades, but informal feedback was that they seemed reasonably content with the new method of assessment. I’ll be doing the next ones in about three weeks.
In the Dark 