4. Writing Essay Exams

2000 ◽  
pp. 63-68
Keyword(s):  
Essay Exams

Essay Exams

1992 ◽  
Vol 3 (2) ◽  
pp. 25-27
Author(s):  
Walter Tatara
Keyword(s):  
Essay Exams

A Comparison of Freshmen and Upper Division Students' Preferences for Small and Large Psychology Classes

1992 ◽  
Vol 19 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Elysa Feigenbaum ◽  
Ronald Friend
Keyword(s):  
Social Anxiety ◽  
Intellectual Development ◽  
Work Load ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Academic Experience ◽  
Social Avoidance ◽  
Large Classes ◽  
Large Class Size ◽  
Essay Exams

Contrary to the commonly held view, we hypothesized that freshmen would prefer small classes and that upper division students would prefer large classes. Twenty freshmen and 20 upper division students rated their preferences for 16 class structures, which varied on combinations of four variables: small or large class size, multiple-choice or essay exams, heavy or moderate work load, and average class grade of B or C. Subjects also filled out the Watson and Friend (1969) Social Avoidance and Distress (SAD) and Fear of Negative Evaluation (FNE) Scales as control variables. Finally, upper division students identified and rated the size of psychology classes they had taken. Results support our prediction: Freshmen prefer small classes, and upper division students prefer large classes. Moreover, upper division students with greater experience of large classes report stronger preferences for them. Gender and social anxiety do not affect these findings. We discuss these results as well as the need for longitudinal investigations of the effects of academic experience on personal and intellectual development in university students.

What Can We Do about Essay Exams?

1988 ◽  
Vol 16 (2) ◽  
pp. 177 ◽  
Author(s):  
Patricia Bizzell ◽  
Royce Singleton
Keyword(s):  
Essay Exams

Concept mapping: A viable alternative to objective and essay exams

1993 ◽  
Vol 32 (3) ◽  
pp. 25-34 ◽  
Author(s):  
Cathleen D. Rafferty ◽  
Linda K. Fleschner
Keyword(s):  
Concept Mapping ◽  
Viable Alternative ◽  
Essay Exams

scholarly journals Handwriting to Learn

2018 ◽  
Vol 1 (1) ◽  
pp. 55-72
Author(s):  
Shylaja Akkaraju
Keyword(s):  
Student Retention ◽  
Retrieval Practice ◽  
Individual Student ◽  
Flipped Learning ◽  
Study Skill ◽  
Study Behavior ◽  
Positive Study ◽  
Essay Exams ◽  
The Subject ◽  
Positive Results

Handwriting is a multisensory process known to enhance memory, focus, engagement, and cognition in the learner, thereby making it a valuable study skill. In an attempt to embed handwriting as a study skill in a gateway science course, I used a combination of scaffolding and individual student consultations. Scaffolding emphasized the use of desirable difficulties and retrieval practice through the implementation of techniques such as the flipped learning approach and take home-in class hybrid essay exams. While the former helped to increase overall student success the latter technique was aimed at enhancing written fluency in the subject, curbing procrastination, and providing opportunities for high impact retrieval practice during the in-class essay exams. One-on-one student consultations that emphasized rewriting and maintaining good notes were used as interventions throughout the semester to promote positive study behavior and also as a crucial stage in preparing for each unit exam. Level of student engagement in using handwriting as a study skill was traced within the context of a typical threshold experience. Handwriting as a study skill was successfully embedded in this course and showed positive results in terms of student retention, engagement, and overall success.   

Improving Undergraduate Writing

1989 ◽  
Vol 2 (3) ◽  
pp. 16-18
Author(s):  
Robert Maranto
Keyword(s):  
High Schools ◽  
Teaching Assistants ◽  
Graduate Programs ◽  
Higher Learning ◽  
Student Writing ◽  
Writing Ability ◽  
Short Answer ◽  
Institutions Of Higher Learning ◽  
Essay Exams ◽  
Answer Format

Sniping at the desire and ability of undergraduates is common sport at most institutions of higher learning. Get a few professors together, and the talk soon turns to the fluffy heads of our youthful charges. Often we try to outdo each other's dumb student stories. Perhaps less common are special efforts to make things better. It is, after all, easy to complain about the product the high schools send us, but far more difficult to improve it.This is particularly true of student writing ability. Grading papers and essay exams takes time which few of us have. Besides, it can be awfully depressing to confront the mangled sentences of all too many students. It's better, or at least more comforting, to pretend the problem isn't there. At large institutions with credible graduate programs, teaching assistants often allow professors to remain blissfully ignorant of bad undergraduate writing. At smaller, less prestigious schools, there is an analogous temptation to live and die by the multiple guess/short answer format. The students certainly won't complain, and colleagues and administrators are usually busy with problems of their own.

scholarly journals Sistem Ujian Online Essay Kolektif Berbasis Gambar Studi Kasus Kampus PTKI Medan

2021 ◽  
Vol 5 (3) ◽  
pp. 1073
Author(s):  
Abdul Azis Rahmansyah ◽  
Poltak Evencus Hutajulu
Keyword(s):  
Vocational Education ◽  
Maximum Size ◽  
Text Input ◽  
Online Lectures ◽  
Essay Exams ◽  
System Maintenance ◽  
Last Stage ◽  
File Upload ◽  
Waterfall Model ◽  
Analysis System

The Covid-19 pandemic is a disaster for all of us, Vocational Education is also affected by the Covid-19 pandemic which forces online lectures, one of which is at the Industrial Chemical Technology Polytechnic (PTKI), in the implementation of the exam at PTKI Medan carried out collectively with questions exam in the form of an essay. There have been many studies on online essay exams but the scope of the discussion is for automatic correction or similarity based on text input. In vocational education, especially PTKI Medan, which has a test that is not limited to text input but there are calculations. Another weakness of text input is that the answers can be more easily copied and pasted by students. This research was carried out for 1 year starting from Odd semester 2020 to Even 2020. The method in developing information systems uses the waterfall model with the stages of needs analysis, system design, coding, implementation and the last stage of system maintenance. From the results of the research in the odd semester of 2020, the researchers used a text-based online essay exam model, but many weaknesses were found, one of which was the ease of students in using answers from the internet which were directly entered into the answer column. At the maintenance stage, the researcher updates the system by changing the image-based exam model, so students must write their answers on paper and then upload the answers to the website. The file upload system can overload the server if it is not controlled, one of the techniques used is to compress image files uploaded by students to the system and the maximum size can be compressed up to 78.48% from 1329 Kb to 286 Kb for this type. png data. In addition, to make it easier for lecturers to check answers, use the ezoom.js feature as a means to view answers in the form of images that are useful for zooming in, zooming out, rotating the answer images. Ezoom.js is a javascript that can be installed on php-based websites

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

2020 ◽  
pp. 233264922092189
Author(s):  
Victoria Reyes ◽  
Karin A. C. Johnson
Keyword(s):  
Social Theory ◽  
Classical Theory ◽  
Pedagogical Tools ◽  
Race And Gender ◽  
Du Bois ◽  
Essay Exams ◽  
Race Ethnicity ◽  
The Veil ◽  
And Gender ◽  
Ethnicity And Gender

By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

scholarly journals KOREKSI UJIAN ESSAY OTOMATIS DENGAN TEXT MINING PADA E-LEARNING STIKOM BALI

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Ida Bagus Ketut Surya Arnawa
Keyword(s):  
Evaluation Model ◽  
Evaluation Process ◽  
Learning System ◽  
Automatic Correction ◽  
Online Evaluation ◽  
Essay Exams ◽  
The World ◽  
E Learning ◽  
Final Score ◽  
Is Evaluation

<p>ABSTRACT<br />One of the most important things in the world of education is evaluation in the learning process. The purpose of conducting an evaluation process is to find out the extent to which students understanding a material that has been delivered. There are several ways that can be done in conducting an evaluation, one of them is by giving exam questions to measure students' abilities. STIKOM Bali has implemented online evaluation through e-learning system. The evaluation model developed in the form of essay exam questions where students are asked to input answers to each question. But in its implementation the lecturer is still experiencing difficulties and requires more time in correcting the answers to the exam questions. This can affect the decline in objectivity in the assessment. The efforts that need to be made to overcome these problems need to be developed techniques that can automatically correct the results of essay exams using the Rabin Karp algorithm. The results obtained from the development of automatic correction techniques using the Rabin Karp algorithm are that they have succeeded in making automatic corrections to the results of the essay exam by matching the answers of students with the answer key using parsing-gram and hashing. The final score of the essay exam is a number from 1 to 100.<br />Keywords: Rabin-Karp, automatic correction, essay.<br />ABSTRAK<br />Salah satu hal yang terpenting dalam dunia pendidikan adalah evaluasi dalam proses pembelajaran. Adapun tujuan melakukan proses evaluasi adalah untuk mengetahui sejauh mana pemahaman mahasiswa dalam menyerap/memahami suatu materi yang telah disampaikan. Ada beberapa cara yang dapat dilakukan dalam melakukan evaluasi salah satunya dengan memberikan soal ujian guna untuk mengukur kemampuan mahasiswa. STIKOM Bali sudah menerapkan evaluasi online melalui sistem e-learning. Model evaluasi yang dikembangkan berupa soal ujian essay dimana mahasiswa diminta menginputkan jawaban pada masing-masing soal. Namun dalam implementasinya dosen masih mengalami kesulitan dan membutuhkan waktu yang lebih dalam melakukan koreksi jawaban dari soal ujian. Hal ini dapat mempengaruhi penurunan objektifitas dalam penilaian. Adapun upaya yang perlu dilakukan untuk menanggulangi permasalan tersebut perlu dikembangkan teknik yang dapat mengkoreksi otomatis hasil ujian essay dengan menggunakan algoritma Rabin Karp. Hasil yang didapat dari pengembangan teknik koreksi otomatis menggunakan algoritma Rabin Karp yaitu sudah berhasil melakuakan koreksi secara otomatis hasil ujian essay dengan cara mencocokan jawaban mahasiswa dengan kunci jawaban menggunakan parsing -gram dan hashing. Nilai akhir dari penilaian ujian essay berupa angka dari 1 sampai 100.<br />Kata Kunci : Rabin-Karp, koreksi otomatis,essay.</p>

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