minor disagreement
I think intellectual interaction is not represented by a comprehensive final exam; especially not one online that does not include authentic performance.
A comprehensive final exam might measure what they can remember until the exam is over but "intellectual INTERACTION"? I disagree.
david,
Good point. How can online authenticate a final exam or any exam for that part? But then again....with cell phones, how do we know students are not cleverly using these in a classroom? Oh technology!
Shelly Crider
I agree with you David. All of my online courses have final exams, but they are devalued point-wise. I believe that my students demonstrate intellectual interaction more through forum assignments and similar activities.
-Ruben
David, I completely agree. That question on the quiz really threw me. How are you interacting with material through a final exam? It seemed counterintuitive even to what the module presented before the quiz.
Final exams are summative assessments, which can be helpful in determining if students "got it," but it does not determine whether students can apply the material or understand its significance.
E Portfolios can help this situation. Yes, they may very well have someone do their projects, but this is inherent with distance learning. I firmly agree that a project should be completed at the end of each course that "pulls it altogether" and builds a bridge to the next course at the same time.
Carla,
I like how we are using "pulling it all together".....this is how we really know if education has taken place.
Shelly Crider
David, I had a very similar thought when I read that. Like Rebecca mentions, it threw me on the quiz too. A comprehensive final exam might measure retention, to some degree, but I wouldn't consider a final to be 'interacting'.
I liked Carla's point about something that helps to 'pull it all together'. I prefer larger papers or projects instead of an exam. They can help you assess comprehension and they are more engaging for the student to research, write or create. The student also walks away with something tangible that they can refer to in the future.
I agree with your statement as well. Intellectual Interaction is very hard to define in a comprehensive exam in both the classroom and on-line. I support portfolios and presentations more than a multiple choice or true and false question and answer exam. Although you could make the comprehensive exam a short-essay that will require the student to expound on the subject in their own words.
Simone Branham
David,
Since people learn differently, I have never thought a final exam was a good assessment for everyone. I am a terrible exam taker, but I do fine on papers and projects. My kids are the same way. I do think in the online environment having an exam holds the students accountable for reading the book and paying closer attention to the concepts. I like the idea of giving exams, but I'm not sure they measure intellectual interaction.
Angie Sokol
