I even went through a cartoon phase, when I used contemporary drawings to stimulate discussion. There was a baroque complex-paragraph phase, when I wrote a paragraph of quasi-scholarly gobbledygook and asked for an elucidation. There was what one might call the classical quotation era, when I did nothing but offer quotations from original sources for identification and discussion. My examination styles fall into broad stylistic periods, more or less the kind of divisions you would expect from a historian of architecture. Over the years, I have tried desperately to devise examinations that will be interesting for students to write and a pleasure for me to grade–not an easy job. Other faculty members seem to feel that way, too. At the end of each term, it feels like the entire weight of all of them is on my shoulders. With overload semesters and a couple of visiting gigs on top of my regular job, let’s say I’ve graded 10,000 exams, give or take. When I started teaching, it was common enough to give two midterm examinations. Figure 40 semesters at an average of 100 blue books per semester–that makes 4,000 but double that for midterms, and the number climbs to 8,000. I’ve never added up the blue-book examinations I’ve read in 20-odd years of teaching.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |