Re: [HAPS-L] Comprehensive final exam - pros and cons

[John Smith <Johnsmith@xxxxxxxxxxxxxx>]

Carl and others
 
   Years ago, before I was hired, our department voted against requiring
comprehensive tests during finals week when a 2 hr period is available for
just such evaluations.  Some of us have ignored that vote.

    I give comprehensive exams every semester, in A&P I and II, Intro
Biology, and Animal Physiology.  I build this structure into the second (of
three) exams as well. The structure of the first exam is mixed essay, short
answer, fill-in-the-blank, multiple choice. The second test has the same
format, but 20% of the test will be covering the material from the first
exam with new questions.  The third and final exam is 100% scantron multiple
choice, 60% new material, 20% from coverage of exam I and 20% coverage from
exam II.  Again all questions are new questions, not simply pulled from the
old exams. 
 
My rationale for this structure is:
1. Students need to review all things all the time to make the connections
and to firmly develop their knowledge base.

2. Students must develop the ability to answer the same question, no matter
what form it is presented, from essay to multiple choice, and remove the
thinking that they should study differently for different styles of
questions.  Either they know and understand the material or they do not.

    Simple recognition that a question can be asked multiple ways is
somewhat mind-boggling to our average student, most of whom openly believe
multiple choice is easy because it only requires recognition of the correct
answer, and the other choices will be obviously incorrect. Year after year,
the average of the multiple choice tests is the same for most students as
any other format.  That shocks them, but for instance this year, the three
exams in animal physiology yielded raw averages of 54%, 57%, and 55%.  The
trend through the years has been a decreasing average on these tests.  The
exams from 4-5 previous years are available on WebCT for their perusal, so
the styles and coverage are clear. Answers to previous exams are not
provided.  

    Time constraints force me to turn in final grades quickly, so I switched
from a rapidly hand graded test without essays, but with many short answers,
to strictly scantron graded.  I may have rationalized my use of multiple
choice for a final.  Maybe convenience is too large a factor, but I doubt
that I can argue that other formats are clearly any more effective a tool,
and I do believe, a variety of test formats is appropriate.

I encourage you to continue using comprehensives.
John

John S. Smith, Ph.D.
Coordinator of Pre-Medicine and
Pre-Physician Assistant Concentrations
Biological Sciences Department
Normal Street, Moore Bldg, Rm 106
East Stroudsburg University
East Stroudsburg, PA 18301
Voice (570) 422-3717; FAX (570) 422-3724
johnsmith@xxxxxxxxxxxxxx
 





On 5/10/07 4:37 PM, "Carl Shuster" <CShuster@xxxxxxxxxxxxxxx> wrote:

> 
> Hello, everyone,
> 
> I am right in the middle of putting together my final exam for A&P2.  For
> years, I have given a comprehensive final exam, but I am starting to have
> second thoughts.  I was wondering how many of you give a comprehensive final
> exam at the end of each semester, and what the arguments for or against might
> be.
> 
> I know it is the end of the semester, and I'm not likely to get many responses
> right now, but I give my comprehensive exam this coming Monday, and the sheer
> neurosis/stress/panic/hypertension this is causing my students got me to
> re-evaluate my own arguments for giving one in the first place.  Is it worth
> the angst????  Or am I creating all this tension for nothing?   Is it a silly
> hoop?
> 
> Discuss.....
> 
> Carl S (sitting on the fence on this one)
> 
> Carl Shuster
> Biology
> Madison Area Technical College
> (608) 246-6203
> CShuster@xxxxxxxxxxxxxxx
> http://www.matcmadison.edu/faculty/cshuster/
> 
> 
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