Don't you just hate it when an elephant gets into your physics test. Worse than having one in a china closet. How does the elephant stand up -- it's a frictionless surface. Were any elephants harmed in the making of this test question? Gives me an idea though for introducing an innovative way of making tests more fun and really measuring a student's ability to assimilate the information. Have the student add a part onto the test question, then provide an answer to that part -- or, based on that test question, have the student propose a similar or expanded question for a similar test in the future -- say for another class or for an upcoming final. Said student gets extra credit in proportion to value of the question and answer.
2 comments:
LOL, I completely agree. That's at least a 2 pointer
Don't you just hate it when an elephant gets into your physics test. Worse than having one in a china closet. How does the elephant stand up -- it's a frictionless surface. Were any elephants harmed in the making of this test question? Gives me an idea though for introducing an innovative way of making tests more fun and really measuring a student's ability to assimilate the information. Have the student add a part onto the test question, then provide an answer to that part -- or, based on that test question, have the student propose a similar or expanded question for a similar test in the future -- say for another class or for an upcoming final. Said student gets extra credit in proportion to value of the question and answer.
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